DLL Math Second Quarter 1

DAILY School Bicas- Bicas Elementary School Grade IV-Banana
LESSON Teacher Jannah S. Salazar Subject Mathematics 4

LOG Day/Date Grading Period Second Quarter
GRADE IV Time Checked by:
I. OBJECTIVES
A. Content Standards The learners demonstrates understanding of factors and multiples and
addition and subtraction of fractions.
B. Performance Standards The leaners is able to apply knowledge of factors and multiples, and
addition and subtraction of fractions in mathematical problems and real
life situations.
C. Learning Competencies/ Identifies factors of a given number up to 100. (M4NS-IIa- 64)
Objectives Identifies the multiples of a given number up to 100. (M4NS-IIa-65)
( Write the Ccode for each) Differentiates prime from composite numbers. (M4NS-IIb-66)
Writes a given number as a product of its prime factors. (M4NS-IIb-67)
II. CONTENT Prime and Composite Number.
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG 4 pp. 115-118
2. Learner’s Material pages LM 4 pp. 86-88
3. Textbook pages
4. Additional Materials from
Learning Resource LR
portal
5. Other Learning Resources multiplication star,100 chart . TG and LM for grade 4
IV. PROCEDURE
A. Reviewing previous Lesson or Have drill on multiplication basic facts using multiplication Star. The
presenting new lesson number at the center which is a multiplier can be replace with other
multipliers.
B. Establishing a purpose for the Conduct a review on commutative property of multiplication.

lesson
C. Presenting examples/ instances Present these task to the class.
of the new lesson. A.Give the following numbers as products. How will you know which
one have more than 2 factors and those with only 2 factors?
1218 13 24 19 7 36 29 23
B. Using the table below, write the number in the appropriate column.
Numbers with more Numbers with only 2
than 2 factors factors
D. Discussing new concepts and Finding pairs of factors for each number.
practicing new skills.#1
E. Discussing new concepts and What is a prime number?
practicing new skills #2. What is composite number?
How do you determine whether a number is prime or composite?
F. Developing Mastery Copy and complete the table.
(Lead to Formative Assessment) Number Number of Prime /
factors Composite
9
23
31
45
57
G. Finding practical application of Write P if the number is prime and C if composite.
concepts and skills in daily 1. 23 6. 73
living 2. 20 7. 37
3. 32 8. 45
4. 21 9. 64
5. 29 10. 63
H.Making Generalizations and A prime factor is a number with only two factors: one and itself.
Abstraction about the Lesson. A composite number is a number with more than two factors.
The number of the factors determine whether a number is prime or
composite.
I. Evaluating Learning Write P on the blank if the number is prime and C if composite.
____1. 63 _____ 6. 99
____2. 49 _____ 7. 55
____3. 37 _____ 8. 22
____4. 69 _____ 9. 34
____5. 87 _____ 10. 30
J. Additional Activities for List down the factors of each number. Then write if it is prime or
Application or Remediation composite
1. 16 2. 19 3. 40 4. 32 5. 29
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in ___ of Learners who earned 80% above
the evaluation.
B. No. of learners who required ___ of Learners who require additional activities for remediation.
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? ___Yes ___No
No. of learners who have ____ of Learners who caught up the lesson
caught up with the lesson.
D. No. of learner who continue to ___ of Learners who continue to require remediation.
require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Games
did these work? ___ Power Point Presentation ___ Answering preliminary
activities/exercises
___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method
Why?
___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs
solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized Planned Innovations:
materials did I used/discover __ Localized Videos
which I wish to share with __ Making use big books from
other teachers? views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Checked/Observed/Inspected:
MARIBERT S. DE LOS SANTOS

Teacher-In-Charge
LESSON Teacher Larry D. Quijano Subject Mathematics 4
I. OBJECTIVES
life situations.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Recite the multiplication table.
presenting new lesson
B. Establishing a purpose for the Give the following factors of the given number.
lesson 1. 18
2. 12
3. 13
4. 24
5. 19
C. Presenting examples/ instances Present these tasks to the class.
of the new lesson.
D. Discussing new concepts and Display a 100 chart. Let the pupils do these steps.
a. Copy the chart in your notebook.
b. Cross off 1.
c. Cross of all multiples of 2 except 2.
d. Cross of all multiples of 3 except 3.
e. Cross of all multiples of 5 except 5.
f. Find the number that is not yet crossed off.
g. Cross off all of its multiples except the number itself.
h. Repeat the last step until there are no numbers to be crossed off.
i. Write your observation about the numbers that were crossed off.
j. Write your observation about the numbers that were not crossed off.
E. Discussing new concepts and What is a prime number?
practicing new skills #2. What is composite number?
(Lead to Formative Assessment) Number Number of factors Prime / Composite
64
85
38
57
29
G. Finding practical application of Copy in the table.
concepts and skills in daily Prime Number Composite Number
living
41 64 90 34 54 76 87
99 19 70 60 59 43 65
45 55 75 85 22 23 77
composite.
____1. 63 ____2. 9 ____3. 37 ____4. 54 ____5. 30
J. Additional Activities for 1. Write all prime number from 5 to 37.
Application or Remediation 2. Write the prime number between 30 to 70.
3. Write the composite number between 10 to 50.
4. Write the composite number between 50 to 100.
5. Write the smallest composite number.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
B. Establishing a purpose for the Give the following factors of the given number.
lesson 1. 18 2. 12 3. 13 4. 24 5. 19
C. Presenting examples/ instances Present these tasks to the class.
of the new lesson. A. Give the following numbers as products. How will you know
which one have more than 2 factors and those with only 2 factors?
12 18 13 24 19 7 36 29 23
B. Using the table below, write the number in the appropriate column.
Numbers with more Numbers with only 2

than 2 factors factors
D. Discussing new concepts and What is a prime number?

practicing new skills.#1 What is composite number?
E. Discussing new concepts and List down the factors of each number. Then, write it its prime or
practicing new skills #2. composite.
1. 16
2. 19
3. 40
4. 32
5. 29
(Lead to Formative Assessment) Number Number of factors Prime / Composite
64
85
38
57
29
G. Finding practical application of Copy in the table.
concepts and skills in daily Prime Number Composite Number
living
41 64 90 34 54 76 87
99 19 70 60 59 43 65
45 55 75 85 22 23 77
composite.
____1. 63 ____2. 9 ____3. 37 ____4. 54 ____5. 30
J. Additional Activities for Answer the following questions.
Application or Remediation 1. What is the largest 2-digit prime number?
2. What is the smallest prime number?
3. What is the largest 2-digit composite number?
4. What is the prime number immediately after 50?
5. What is the sum of all prime numbers between 10 and 30?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
life situations.
C. Learning Competencies/ Writes a given number as a product of its prime factors. (M4NS-IIb-67)
Objectives Finds the common factors and the greatest common factor (GCF) of
( Write the Ccode for each) two numbers using the following methods: listing, prime factorization,
and continuous division. (M4NS-IIc-68.1)
II. CONTENT Finding the common factors and the greatest common factor (GCF).
( Subject Matter)
A. References
8. Textbook pages
portal
10. Other Learning Resources pictures of fruits, real fruits, basket chart, activity sheets.
IV. PROCEDURE
A. Reviewing previous Lesson or Separate the fruits as a prime number and composite number using the
presenting new lesson right basket.
2 3 4 10 5 7
25 12 16 11 14 13
B. Establishing a purpose for the Show the prime number and composite number.
lesson
2 3 5 7 11 13
What kinds of number are they?
Why these set of number are prime?
4 10 25 12 16 14
How about these set of number?
Why these set of number are composite?
C. Presenting examples/ instances Show the different kinds of fruits.
of the new lesson.
Mango Apple Grapes Water melon Papaya pine Apple
What is your favourite fruit? Why?

Eating the fruits is important to our body? Why?
D. Discussing new concepts and Present using the picture of fruits or real fruits.
practicing new skills.#1 16 mangoes
E. Discussing new concepts and Let us count the mangoes.
practicing new skills #2. How many mangoes are they?
What is the factor of 16?
What are the two numbers are multiply is the product is 16?
Show using a factor tree.
F. Developing Mastery Group I

(Lead to Formative Assessment) Write the prime factor of the following, then complete the given
number by writing the missing prime factor in the box.
Group II
Write the composite number from the given prime number to fill the
box.
Group III
Complete the given number by writing the missing prime factor in the
box.
Group IV
Write the composite number from the given prime number to fill the
box.
G. Finding practical application of Complete the given number by writing the missing prime factor in the
concepts and skills in daily box.
living
H.Making Generalizations and What did you learned about the prime factorization?
Abstraction about the Lesson. What is prime factorization?
I. Evaluating Learning Find and encircle the correct prime factor of each number.
1. 16= A. 2 x 2 x 3 C. 2 x 2 x 2 x 3
B. 2 x 2 x 2 x 2 D. 2 x 2 x 4
2. 18= A. 2 x 3 x 3 C. 2 x 9
B. 2 x 2 x 2 x 2 D. 2 x 2 x 3
3. 12 = A. 2 x 2 x 2 x 2 C. 2 x 2 x 3
B. 2 x 2 x 2 D. 2 x 6
4. 20 = A. 2 x 2 x 10 C. 4 x 5
B. 2 x 10 D. 2 x 2 x 5
2. 24= A. 2 x 2x 2 x 3 C. 2 x 6 x 3
B. 2 x 2 x 6 D. 4 x 6
J. Additional Activities for Write the prime factor of the following number using the factor tree.
Application or Remediation 1. 60
2. 100
3. 72
4. 56
5. 90
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
( Subject Matter)
A. References
3. Textbook pages
portal
5. Other Learning Resources chart, activity sheets, Number cards for the “Naming the baby” activity
IV. PROCEDURE
A. Reviewing previous Lesson or Write P on the blank if the number is prime and C if composite.
presenting new lesson _____ 1.) 63 _____2.) 69
_____ 3.) 49 _____4.) 87
_____ 5.) 37 _____6.) 99
B. Establishing a purpose for the List down the factors of each number. Then write if it is prime or
lesson composite.
1. 16
2. 19
3. 40
4. 32
5. 29
C. Presenting examples/ instances Present to the class.
of the new lesson. Alvin has 12 guavas and Elorde has 18 guavas. Each of
them will share the guavas to their friends. What is the greatest
number of a guavas each of their friends get if Alvin and Elorde will
give the same number of guavas?
D. Discussing new concepts and Discuss to their pupils.
practicing new skills.#1 Solution 1: Finding the Common Factors and Greatest Common Factor
(GCF) by listing the factors of 12 and 18.
12 = 1, 2, 3, 4, 6, and 12.
18 = 1, 2, 3, 6, 9, and 18.
Solution 2: Finding the Greatest Common Factor (GCF) of 12 and 18
by prime factorization. Writing each number as a product of its prime
factors using a factor tree.
12 18
12 = 2 x 2 x 3
18 = 2 x 3 x 3
GCF = 2 x 3 = 6
Solution 3: Finding the GCF OF 12 and 18 by continuous division.
E. Discussing new concepts and Write the number as a product of its prime factor using factor tree.
practicing new skills #2. 1. 16 2. 24 3. 30 4. 32 5. 48
F. Developing Mastery Find the GCF of the following pairs of number using the following
(Lead to Formative Assessment) method: Listing, Prime factorization, and Continuous Division.
1. 12 and 16
2. 18 and 24
3. 20 and 30
4. 36 and 54
5. 16 and 24
G. Finding practical application of Write the number as a product of its prime factor using factor tree.
concepts and skills in daily 1. 12 2. 18 3. 24 4. 16 5. 30
living
H.Making Generalizations and What is prime factorization?
Abstraction about the Lesson. •Prime factorization is the process of writing a number as a product of
its prime factors.
• Common factors are factors of common two numbers.
• Greatest common factors (GCF) is the biggest factors common to two
numbers.
• We find the Greatest Common Factor (GCF) of two numbers by
listing method, prime factorization, and continuous method.
I. Evaluating Learning Write each number as a product of its prime factors using the factor
tree.
1) 28 4) 27
2) 40 5) 64
3) 42
J. Additional Activities for List down the factors of each number. Then, write if it is prime or
Application or Remediation composite.
1) 16 2) 19 3) 40 4) 32 5) 29
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
( Subject Matter)
A. References
3. Textbook pages
portal
5. Other Learning Resources chart, activity sheets, Number cards for the “Naming the baby” activity
IV. PROCEDURE
A. Reviewing previous Lesson or Name two numbers or factors which then multiplied give the following
presenting new lesson numbers.
24 36 42 56 64
B. Establishing a purpose for the Identifying prime and composite numbers.
lesson 1. 18 2. 12 3. 13 4. 24 5. 19
of the new lesson. Show a picture of a boy helping his father in a bakeshop.
How do you show helpfulness? In home, school? It is good to be
helpful ?why?
Arnel helps his father in their bakeshop. They bake 48 cupcakes and
60 cookies. They plan to pack them separately in small boxes. What
is the biggest number of cupcakes and cookies that can be placed in
boxes if these are of the same number?
D. Discussing new concepts and What did Arnel and his father bake?
practicing new skills.#1 How many cupcakes were baked? How many cookies were baked?
What do Arnel and his father plan to do with the cupcakes and
cookies?
How will you solve for the answer to the problem?
48 60
48 = 2 x 2 x 2 x 2 x3
60 = 2 x 2 x 3 x 5
Common Prime Factor = 2 x 2 x 3
Greatest Common Factor = 12
Finding the GCF of 48 and 60.

E. Discussing new concepts and Write the number as a product of its prime factor using factor tree.
practicing new skills #2. 1. 12 2. 18 3. 24 4. 16 5. 30
F. Developing Mastery Write each number as a product of its prime factors using the factor
(Lead to Formative Assessment) tree.
1. 12 2. 14 3. 20 4. 27 5. 33
G. Finding practical application of Find the GCF of the following pairs of number using the following
concepts and skills in daily method: Listing, Prime factorization, and Continuous Division.
living 1. 12 and 16
2. 18 and 24
3. 20 and 30
4. 36 and 54
5. 16 and 24
H.Making Generalizations and What is prime factorization?
Abstraction about the Lesson. What are the common factors?
What is the GCF of two numbers?
How so we find the GCF of two given numbers?
I. Evaluating Learning Write the Greatest Common Factor of each number.
1. 12 = 2 x 2 x 3
20 = 2 x 2 x 5
2. 18 = 3 x 3 x 2
24 = 2 x 2 x 2 x 3
3. 20 = 2 x 2 x 3
30 = 2 x 3 x 5
4. 28 = 2 x 2 x 7
42 = 2 x 3 x 7
5. 24 = 2 x 2 x 2 x 3
12 = 2 x 2 x 3
J. Additional Activities for Write each number as a product of its prime factors using the factor
Application or Remediation tree.
1. 28 2. 40 3. 42 4. 27 5. 64
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
C. Learning Competencies/ Finds the common multiples and least common multiple (LCM) of two
Objectives numbers using the following methods: listing, prime factorization, and
( Write the Ccode for each) continuous division.(M4NS-IIc-69.1)
II. CONTENT Finding the Common Multiple and Least Common Multiple. (LCM).
( Subject Matter)
A. References
3. Textbook pages
portal
5. Other Learning Resources flash cards, manila paper, TG and LM Grade 4.
IV. PROCEDURE
A. Reviewing previous Lesson or Identifying prime and composite numbers.
presenting new lesson 1. 18 4. 12
2. 13 5. 24
3. 19
B. Establishing a purpose for the Find the Greatest Common Factor (GCF) of the given number pairs by
lesson listing method, prime factorization, and continuous division.
1. 16 and 24
2. 20 and 30
3. 21 and 35
4. 32 and 40
5. 18 and 27
C. Presenting examples/ instances Present
Sheila to the class.
owns a dry good store and Jakie owns a restaurant. They buy
of the new lesson. their goods and supplies every six weeks and eight weeks
respectively. If they buy their goods in the department store this
week, on what week will they buy again and supplies at the same
time?
D. Discussing new concepts and Who owns a dry goods store? Who owns a restaurant?
practicing new skills.#1 When des Sheila buy her goods and supplies?
What about Jakie? What does the problem ask for?
How will you solve the answer to the problem?
Can you think of ways to solve it?
E. Discussing new concepts and Solving this problem requires finding the least common multiples of
practicing new skills #2. numbers.
A. By listing method
B. By prime factorization
6=2x3
8=2x2x2
LCM = 2 x 2 x 2 x 3 = 24
C. By Continuous Method
6 8
F. Developing Mastery Find the Least Common Multiple of each pair of numbers.
(Lead to Formative Assessment) 1. 12 and 4 4. 8 and 12
2. 7 and 6 5. 9 and 8
3. 10 and 12
G. Finding practical application of Find the LCM of each pair of numbers using the indicated method.
concepts and skills in daily 1) 6 and 12 (listing method)
living 2) 9 and 12 (prime factorization)
3) 45 and 50 ( continuous division)
Find the LCM using any method.
4) 12 and 18
5) 24 and 36
H.Making Generalizations and How do you get the Least Common Multiple (LCM) of a number?
Abstraction about the Lesson.
I. Evaluating Learning Find the Least Common Multiple LCM using any method.
1. 6 and 12
2. 9 and 12
3. 45 and 50
4. 12 and 18
5. 24 and 36
J. Additional Activities for Find the LCM of the following pairs of numbers
Application or Remediation 1. 6 and 9
2. 18 and 30
3. 45 and 2
4. 9 and 15
5. 30 and 40
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
C. Learning Competencies/ Finds the common multiples and least common multiple (LCM) of two
Objectives numbers using the following methods: listing, prime factorization, and
( Write the Ccode for each) continuous division.(M4NS-IIc-69.1)
II. CONTENT Finding the Common Multiple and Least Common Multiple. (LCM).
( Subject Matter)
A. References
3. Textbook pages
portal
5. Other Learning Resources flash cards, manila paper, TG and LM Grade 4.
IV. PROCEDURE
1. 15 and 25
2. 8 and 12
3. 12 and 18
4. 12 and 16
5. 20 and 30
of the new lesson. Show to the class on how to solve the problem using the three
following method.
A.By listing method
LCM = 24
B. By Prime factorization
6 8
3 x 2 2 x 4
2 x 2
6=3x2 8=2x2x2x2
LCM = 2 x 2 x 2 x 3
LCM = 24
C. By Continuous Division
6 8
LCM = 2 x 2 x 2 x 3 = 24
D. Discussing new concepts and How do you get the Least Common Multiple of number?
E. Discussing new concepts and Find the Least Common Multiple of each pair of numbers.
practicing new skills #2. 1. 6 and 9
2. 8 and 18
3. 9 and 15
4. 4 and 6
5. 6 and 12
2. 7 and 6 5. 9 and 8
3. 10 and 12
G. Finding practical application of Find the LCM of each pair of numbers using the indicated method.
concepts and skills in daily 1. 6 and 12 (listing method)
living 2. 9 and 12 (prime factorization)
3. 45 and 50 ( continuous division)
Find the LCM using any method.
4. 12 and 18
5. 24 and 36
H.Making Generalizations and How do you get the Least Common Multiple (LCM) of a number?
I. Evaluating Learning Find the Least Common Multiple LCM using any method.
1. 4 and 12
2. 8 and 12
3. 7 and 6
4. 8 and 9
5. 10 and 12
J. Additional Activities for Find the LCM of the following pairs of numbers
Application or Remediation 1. 3, 4 and 6
2. 5, 8 and 20
3. 4, 6 and 12
4. 6, 9 and 12
5. 12, 18 and 24
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
C. Learning Competencies/ Solves real-life problems involving GCF and LCM of 2 given numbers.
Objectives (M4NS-IId-70.1)
( Write the Ccode for each)
II. CONTENT Solving real-life problems involving GCF and LCM of 2 given
( Subject Matter) numbers.
A. References
1. Teacher’s Guide pages TG 4 pp.125-129
3. Textbook pages
portal
5. Other Learning Resources Cards with number pairs for the drill and activity, problem written on
the chart
IV. PROCEDURE
A. Reviewing previous Lesson or A. Find the common factors and GCF of the following number pairs.
12 and 16 15 and 25 18 and 27 24 and 36 30 and 40
B. Find the common multiples and LCM of the following number

pairs.
6 and 8 9 and 15 10 and 12 15 and 20 14 and 21
1. 15 and 20
2. 14 and 21
3. 24 and 36
4. 30 and 40
5. 20 and 10
C. Presenting examples/ instances Present the problem to the class.
of the new lesson. Show a picture of helping her mother in a flower shop. How do you
show helpfulness at home? School?
Is it good to be helpful? Why?
Divina is going to prepare bouquets of roses to a bouquet
and bouquets of daisies with 6 daisies to a bouquet. What will be
the smallest number of roses and daisies that she will need for her
bouquets?
D. Discussing new concepts and What is Divina planning to do?
practicing new skills.#1 How many daisies does she need to prepare a bouquet of daisies?
How will you solve for the answer to each problem?
E. Discussing new concepts and A. By listing Method
practicing new skills #2. 5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72
Common Multiples of 5 and 6: 30, 60………
Least Common Multiple = 30
B. By Prime Factorization
5 6
LCM = 1 x 5 x 2 x 3 = 30
C. By Continuous Division
5 6
LCM = 2 x 3 x 5 = 30
2. 7 and 6 5. 9 and 8
3. 10 and 12
G. Finding practical application of Read and solve the problem.
concepts and skills in daily 1. What is the smallest number of avocados that can be placed in
living baskets with 50 and 75 pieces?
2. Oranges and sold in boxes of 6, 8, 12, 10 How can Mario buy 60
oranges?
H.Making Generalizations and How do we solve problems involving GCF and LCM of two given
Abstraction about the Lesson. numbers?
I. Evaluating Learning Read and solve the problem.
1. Mr. Roldan’s class is composed of 28 boys and 35 girls. If he is
going to make groups of girls for the activities , what is the biggest
number of children in the group if they are of the same number?
2. Darie is going to pach puto in boxes of 6 and 12 pieces. What is the
smallest number of puto that she pack using the boxes?
J. Additional Activities for Read and solve the problem.
Application or Remediation 1. A factory is to pack pencils in boxes of 8 and 10 pieces. What is the
smallest number of pencils that can be packed using the boxes?
2. What is the largest number of pechay and cabbage plants that can be
planted in a row of equal if there are 60 pechay and 80 cabbage
plants?
3. Mrs Lim has 56 cups and 64 glasses. If she will put them in trays of
cups and trays of glasses with the same number, What is the biggest
number of cups or glasses that a tray will contain?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
Poems/Stories
Why?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
life situations.
A. References
3. Textbook pages
portal
the chart
IV. PROCEDURE
A. Reviewing previous Lesson or Skip counting 2, 3, 4, 5, 6, 7, 8, 9, and 10.
B. Establishing a purpose for the Find the least Common Multiple of each pair of number.
lesson 1. 12 and 4
2. 8 and 12
3. 7 and 6
4. 9 and 8
5. 10 and 12
of the new lesson.
Mang Andoy is going to put eggs in tray of 6 eggs and 12
eggs. What is the smallest number of eggs that Mang Andoy can
put using the tray?
D. Discussing new concepts and What is the smallest number of eggs that Mang Andoy can put using
practicing new skills.#1 the tray?
practicing new skills #2. 6
12
Common Multiples of 5 and 6: 30, 60………
Least Common Multiple = 30
12 6
D. By Continuous Division
12 6
2. 18 and 30 5. 9 and 15
3. 14 and 10
G. Finding practical application of Read and solve the problem.

concepts and skills in daily 1. There are 16 boys and 24 girls. If they will be grouped separately in
living teams with the same number, what is the biggest number of children
in a group?
2. What is the smallest number of avocados that can be placed in
baskets with 50 and 75 pieces?
oranges?
plants?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?

Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures
I. OBJECTIVES
life situations.
A. References
3. Textbook pages
portal
the chart
IV. PROCEDURE
A. Reviewing previous Lesson or Skip counting 2, 3, 4, 5, 6, 7, 8, 9, and 10.
lesson 1. 6 and 4
2. 18 and 30
3. 8 and 12
4. 7 and 6
5. 9 and 8
of the new lesson. Show a picture of helping her mother in a flower shop. How do you
show helpfulness at home? School? Is it good to be helpful? Why?
Elvira is going to prepare bouquets of roses and of daisies.
She has 36 roses and 24 daisies. What is the greatest number of
each flower that she can use in a bouquets have the same numbers
of flowers? What is Elvira going to do with the flowers? How
many roses does she have? How many daisies?
D. Discussing new concepts and What is the greatest number of each flower that she can use in a
practicing new skills.#1 bouquets have the same numbers of flowers?
What is Elvira going to do with the flowers?
How many roses does she have?
How many daisies?
practicing new skills #2. 36
12
Common Factor: 1, 2, 3, 4, 6 and 12.
Greatest Common Factor: 12
12 36
E. By Continuous Division
12 36
F. Developing Mastery Solve the problem.
(Lead to Formative Assessment) Aira baked 60 cupcakes and 48 cookies. If she is going to pack them in
boxes of cupcakes and boxes of cookies, What is the most number of
each item will the boxes contains if these are of the same number?
G. Finding practical application of 1. A bell ring every 15 seconds. A horn blows every 30 seconds. If
concepts and skills in daily Cathy heard the two sounds at 9: 00 am at what time will she hear
living the sound together again?
1. There are 16 boys and 24 girls. If they will be grouped separately in
teams with the same number, what is the biggest number of
children in a group?
2. What is the smallest number of avocados that can be placed in
baskets with 50 and 75 pieces?
oranges?
plants?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?

Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of improper fraction and
mixed number.
B. Performance Standards The leaner is able to recognize and represent improper fractions and
mixed numbers in various forms and context.
C. Learning Competencies/ Identifies proper fractions, improper fractions, and mixed numbers.
Objectives (M4NS-IIe-79.2)
( Write the code for each)
II. CONTENT Identify proper fractions, improper fractions, and mixed numbers.
( Subject Matter)
A. References
3. Textbook pages
portal
the chart, Pictures showing fractional parts
IV. PROCEDURE
A. Reviewing previous Lesson or Have a drill on visualizing and identifying fractions using pictures
presenting new lesson Example: Write the fractional part of the boxed picture.
lesson 1. 6 and 4
2. 18 and 30
3. 8 and 12
4. 7 and 6
5. 9 and 8
of the new lesson. How many of you go to the market with your parents? What do you
buy from the market? Why do you have to go to the market with your
parents?
One Saturday morning, Albert accompanied his mother to

the market to buy ingredients for their dish. They bought ¾
kilogram of potatoes, 5/4 kilograms of chicken, and 1 ¾ kilograms
of potatoes. Albert carried the ingredients in going home.
D. Discussing new concepts and What ingredients did Albert and his mother buy?
practicing new skills.#1 What do you think is Albert’s mother going to cook?
What kind of a boy is Albert?
Will you do the same to your mother?
E. Discussing new concepts and Group the pupils into six working teams and have them perform the
practicing new skills #2. tasks.
Using regions, let the pupils illustrate the fractions used in the problem.
Have them identify the kinds of fractions shown by the regions. Let
them present their output.
What can you say about the first fraction? Can you give other
examples?
What can you say about the second fraction? Can you give other
examples?
What is a mixed number?
F. Developing Mastery Write P if the given is a proper fraction, I if it is an improper fraction,
(Lead to Formative Assessment) and M if it is a mixed number
______1. 6/11 ______3. 15/6 _____5. 7/18
______2. 1 2/7 ______4. 3/8
G. Finding practical application of Write the given fractions in the appropriate column.
concepts and skills in daily
living
Proper Fraction Improper Fraction Mixed Number
H.Making Generalizations and A fraction whose numerator is less than the denominator is called
Abstraction about the Lesson. proper fraction. It is a fraction greater that 0 but less than 1.
A fraction whose numerator is equal to or greater than the
denominator is called improper fraction. It is a fraction equal to or
greater than 1.
A fraction which is a combination of a whole number and a proper
fraction is called a mixed number.
I. Evaluating Learning Write P is the given is a proper fraction, I if improper fraction and M if
mixed number.
________1. 6 8/10 _______3. 27/15 ______5. 5/8
________2. 9/8 _______4. 4/5
J. Additional Activities for Read then answer the question.
Application or Remediation A meat vendor sold 5 ½ kilograms of chicken to Maricris, 7/2
kilograms to Glessy and ¾ kilogram to Jim.
Name the proper fraction, improper fraction and mixed number to the
given situation.
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Identifies proper fractions, improper fractions, and mixed numbers.
Objectives (M4NS-IIe-79.2)
II. CONTENT Identify proper fractions, improper fractions, and mixed numbers.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Give the name of the following fraction.
presenting new lesson 1/4 3/2 4¼ 7/8 9/5
7/10 4¾ 8/13 21/5 16/15
B. Establishing a purpose for the Write P is the given is a proper fraction, I if improper fraction and M if
lesson mixed number.
_______1. 6/11
_______2. 1 2/7
_______3. 3/8
_______4. 15/16
_______5. 8/18
of the new lesson.
Danny, Wilbert and Anson are friends. They decided to run a distance.
Study the result below:
Anson 11/12 kilometer, Danny 5/4 kilometer Wilbert 1 2/7 kilometer
D. Discussing new concepts and What fraction is proper fraction? Improper fraction? and mixed
practicing new skills.#1 number?
What can you say about the first fraction? Second fraction? and third
fraction?
E. Discussing new concepts and Write P if the given is a proper fraction, I if it is an improper
practicing new skills #2. fraction, and M if it is a mixed number.
______1. 9/8 _______6. 15/17
______2. 3/7 _______7. 7 5/7
______3. 13/11 _______8. 7/5
______4. 3 4/10 _______9. 21/9
______5. 19/16 _______10. 6/13
F. Developing Mastery Write P if the given is a proper fraction, I if it is an improper fraction,
(Lead to Formative Assessment) and M if it is a mixed number
______1. 6/11 ______3. 15/6 _____5. 7/18
______2. 1 2/7 ______4. 3/8
G. Finding practical application of Write P if the given is a proper fraction, I if it is an improper fraction,
concepts and skills in daily and M if it is a mixed number.
living _____1. 6/11
_____2. 15/6
_____3. 7/18
_____4. 1 2/7
_____5. 3/8
H.Making Generalizations and A fraction whose numerator is less than the denominator is called
Abstraction about the Lesson. proper fraction. It is a fraction greater that 0 but less than 1.
A fraction whose numerator is equal to or greater than the
denominator is called improper fraction. It is a fraction equal to or
greater than 1.
A fraction which is a combination of a whole number and a proper
fraction is called a mixed number.
I. Evaluating Learning Write P is the given is a proper fraction, I if improper fraction and M if
mixed number.
________1. 6/11 _______6. 27/15
________2. 6 8/10 _______7. 7/1
________3. 1 2/7 _______8. 3/8
________4. 15/60 _______9. 9 5/8
________5. 9/8 _______10. 4/5
J. Additional Activities for Write the given fractions in the appropriate column.
Application or Remediation
Proper Fraction Improper Fraction Mixed Number
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
Equipment (AVR/LCD)
Internet Lab
__Reading Readiness
__Fashcards
__Pictures

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Changes improper fractions to mixed numbers and vice versa.
Objectives (M4NS-IIe-80)
II. CONTENT Change improper fractions to mixed numbers and vice versa.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Use flash cards for the basic facts in multiplication and division.
presenting new lesson Find the product/quotient.
Example:
4x6 6x7 5x4 3x9 8x5
15/3 35/5 48/6 22/2 18/3
Identify proper fractions, improper fractions, and mixed numbers
through “Pass the Ball Game.” Play a music while a pupil passes the
ball to another. This continuous until the music stops.
B. Establishing a purpose for the How often do you have visitors during weekends? What do you do if
lesson you have visitors? How can you entertain the visitors? Infuse the value
of extending help to the family in every little way.
of the new lesson.
Mother baked cassava cakes for her visitors. She asked Maria to slice the cakes
into eighths. When Maria ate one slice, she noticed that she made 23/8 cakes.
How many whole cakes and slices will be served to the visitors?
D. Discussing new concepts and What did mother bake for her visitors?
practicing new skills.#1 How many slices of cakes did mother request Maria to prepare?
How many eighths did Maria make out of the cassava cakes?
What does the problem ask for?
How will you solve the problem?
E. Discussing new concepts and Ask the pupils to group into five.
practicing new skills #2. Have them solve the two problems.
Problem 1
Solution 1: By drawing regions
1 whole + 1 whole = 2 wholes and 7/8 or 2 7/8

Solution 2: By division
23/8 = 23 / 8 = 2 remainder 7
Express the remainder as a fraction 23/8 = 27/8
F. Developing Mastery Change the following to mixed numbers or improper fractions.
(Lead to Formative Assessment) 1. 4 ¾ 2. 7 5/6 3. 27/5 4.35/8 5. 5 3/7
G. Finding practical application of Write the following as improper fraction.
concepts and skills in daily 1. 3 4/5 6. 8 3/8
living 2. 4 4/7 7. 6 5/7
3. 10 2/3 8. 7 2/9
4. 7 3/5 9. 11 5/6
5. 9 6/7 10. 5 3/4
H.Making Generalizations and To rename an improper fraction as a mixed number or whole
Abstraction about the Lesson. number, divide the numerator by the denominator and express the
remainder if any, as a fraction.
To rename a mixed number as an improper fraction, multiply the
denominator by the whole number, then add the numerator to the
product. Write the sum over the given denominator.
I. Evaluating Learning Change the following fractions to improper fractions or mixed numbers
1) 13/2 2) 12/2 3) 8 5/8 4) 6 7/10 5) 15/7
J. Additional Activities for Write the following as mixed number or whole number.
Application or Remediation 1. 13/3 6.18/4
2. 16/5 7. 21/6
3. 11/11 8. 24/8
4. 8/3 9. 23/7
5. 30/9 10. 14/7
V. REMARKS
VI. VI.REFLECTION
A. No. of learners earned 80%in ___ of Learners who earned 80% above
the evaluation.
B. No. of learners who required
additional activities for ___ of Learners who require additional activities for remediation.
80%
require remediation
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Changes improper fractions to mixed numbers and vice versa.
Objectives (M4NS-IIe-80)
II. CONTENT Change improper fractions to mixed numbers and vice versa.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Write P is the given is a proper fraction, I if improper fraction and M if
presenting new lesson mixed number.
________1. 6/11 _______6. 27/15
________2. 6 8/10 _______7. 7/1
________3. 1 2/7 _______8. 3/8
________4. 15/60 _______9. 9 5/8
________5. 9/8 _______10. 4/5
B. Establishing a purpose for the Identify proper fractions, improper fractions, and mixed numbers
lesson through “Pass the Ball Game.” Play a music while a pupil passes the
ball to another. This continuous until the music stops.
of the new lesson.
Aling Nena bought 2 ¾ kilograms of beef. How many fourths of a
kilogram of beef does she have?
D. Discussing new concepts and How many kilograms of beef did aling Nena buy?
practicing new skills.#1 What does the problem ask for?
E. Discussing new concepts and Ask the pupils to group into five.
practicing new skills #2. Have them solve the two problems.
Problem 1
2 ¾ = (4 x 2) + 3 =
4
=8 +3
4
= 11
4
F. Developing Mastery Change the following to mixed numbers or improper fractions.
(Lead to Formative Assessment) 1. 4 ¾ 2. 7 5/6 3. 27/5 4.35/8 5. 5 3/7
G. Finding practical application of Change the following as improper fraction or mixed number.
concepts and skills in daily 1. 8/3
living 2. 8 1/3
3. 15/2
4. 7 2/5
5. 23/2
H.Making Generalizations and To rename an improper fraction as a mixed number or whole
Abstraction about the Lesson. number, divide the numerator by the denominator and express the
remainder if any, as a fraction.
To rename a mixed number as an improper fraction, multiply the
denominator by the whole number, then add the numerator to the
product. Write the sum over the given denominator.
I. Evaluating Learning Change the following fractions to improper fractions or mixed numbers
1. 13/2
2. 15/7
3. 3 4/5
4. 7 3/5
5. 4 4/7
J. Additional Activities for Reduce each fraction to its lowest term.
Application or Remediation 1. 15/25 6.3/12 11. 15/18
2. 12/16 7. 9/27 12. 9/18
3. 6/12 8. 3/45 13. 12/36
4. 10/35 9. 8/48 14. 6/24
5. 8/40 10. 10/25 15/ 7/21
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Changes fractions to lowest term. (M4NS-IIe-81)
Objectives
II. CONTENT Changes fractions to lowest term.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Find the prime factors of the following using factor tree or continuous
presenting new lesson division.
1. 16 2. 28 3. 45 4. 64 5. 72
Find the GCF using prime factorization, listing method, and continuous
division.
1) 12 and 18
2) 16 and 48
3) 12 and 64
4) 18 and 27
5) 14 and 54
B. Establishing a purpose for the Talk about doing household chores.

lesson Who among you enjoy helping your mother do the home chores?
Why do you have to help?
If you do home chores, what benefits can you get from them?

of the new lesson.
Nhel is helping Edward clean the backyard. They spend 2 hours
doing this every Saturday morning.
What part of the day do thy spend cleaning the backyard? Think: 2
hours out of 24 hours in fraction, it is written as 2/24. To change
2/24 to its lowest term.
2 = 2 /2 = 1
24 24/ 2 12
D. Discussing new concepts and Ask the pupils to read and understand it. Then, ask the following
practicing new skills.#1 questions:
Who helps Edward in cleaning the backyard?
How many hours do they spend cleaning the backyard?
How will you describe Nhel?
What does the problem ask you to find?
Instill the value of sharing a fraction of one’s time to help.
E. Discussing new concepts and Expected answer:
practicing new skills #2. To change 2/24 to lowest term,
Solution: Finding the GCF of 2 and 24
a. by listing method
Factors of 2: 1,2
Factors of 24: 1,2,3,4,6,8,12,24
b. By dividing the numerator and denominator by their GCF.
2 = 2 2 = 1
24 24 2 12
c. By using prime factorization, cancellation of common prime factors,
then multiplying the remaining factors to get the answer.
2 = 1x2 = 1
24 1 x2x2x2x3 12
F. Developing Mastery Write the lowest term.

(Lead to Formative Assessment) 1.9/15 4. 15/20 7. 21/42 10. 30/35
2.4/10 5. 6/12 8. 10/16
3.12/16 6. 14/28 9. 15/45
G. Finding practical application of Fill in the blanks with the correct numerator or denominator.
concepts and skills in daily 1) 3 =____ 2) 4 = ______ 3) 7 = 14 4) 6 =__
living 4 12 5 15 9 9 18
5) 6 = 24 6) ____= 4 7) ____= 15 8) 5 = 25
7 4 16 7 21 9
9. 3 =9 10. 8 = ___
7 12 48
H.Making Generalizations and A fraction is in its lowest term if the numerator and the
Abstraction about the Lesson. denominator have no other common factor except 1.
To reduce a fraction to its lowest term, divide the numerator and the
denominator by their GCF.
I. Evaluating Learning Express each fraction to its lowest term.
1) 8 2) 9 3) 6 4) 4 5) 3
10 12 15 12 18

Application or Remediation 1. 15/25 6.3/12 11. 15/18
2. 12/16 7. 9/27 12. 9/18
3. 6/12 8. 3/45 13. 12/36
4. 10/35 9. 8/48 14. 6/24
5. 8/40 10. 10/25 15/ 7/21
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Changes fractions to lowest term. (M4NS-IIe-81)
Objectives
II. CONTENT Changes fractions to lowest term.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Change the following fractions to improper fractions or mixed numbers
presenting new lesson 1. 13/2 2. 15/7 3. 3 4/5 4. 7 3/5 5. 4 4/7
B. Establishing a purpose for the Change the following as improper fraction or mixed number.
lesson 1. 8/3 2. 8 1/3 3. 15/2 4. 7 2/5 5. 23/2
of the new lesson. Nhel is helping Edward clean the backyard. They spend 2 hours
doing this every Saturday morning.
What part of the day do thy spend cleaning the backyard? Think: 2
hours out of 24 hours in fraction, it is written as 2/24. To change
2/24 to its lowest term.
2 = 2 /2 = 1
24 24/ 2 12
D. Discussing new concepts and Ask the pupils to read and understand it. Then, ask the following
practicing new skills.#1 questions:
Who helps Edward in cleaning the backyard?
How many hours do they spend cleaning the backyard?
How will you describe Nhel?
What does the problem ask you to find?
Instill the value of sharing a fraction of one’s time to help.
E. Discussing new concepts and Expected answer:
practicing new skills #2. To change 2/24 to lowest term,
Solution: Finding the GCF of 2 and 24
a. by listing method
Factors of 2: 1,2
Factors of 24: 1,2,3,4,6,8,12,24
b. By dividing the numerator and denominator by their GCF.
2 = 2 2 = 1
24 24 2 12
c. By using prime factorization, cancellation of common prime factors,
then multiplying the remaining factors to get the answer.
2 = 1x2 = 1
24 1 x2x2x2x3 12
F. Developing Mastery Write the lowest term.

(Lead to Formative Assessment) 1.9/15 4. 15/20 7. 21/42 10. 30/35
2.4/10 5. 6/12 8. 10/16
3.12/16 6. 14/28 9. 15/45
G. Finding practical application of Put a check (/) before each item if the given fraction is in its lowest
concepts and skills in daily term and cross (x) if it is not.
living ___ 1. 3/7 ____ 6. 9/15
___ 2. 2/28 ____ 7. 3/24
___ 3. 8/14 ____ 8. 5/9
___4. 3/5 ____ 9. 2/17
___5. 4/25 ____ 10. 8/12
H.Making Generalizations and A fraction is in its lowest term if the numerator and the
Abstraction about the Lesson. denominator have no other common factor except 1.
To reduce a fraction to its lowest term, divide the numerator and the
denominator by their GCF.
I. Evaluating Learning Express each fraction to its lowest term.
1. 15/25 6. 3/12
2. 12/16 7. 9/27
3. 6/12 8. 13/39
4. 10/35 9. 3/45
5. 8/40 10. 8/48
Application or Remediation 1. 10/25 6. 6/24
2. 15/18 7. 7/21
3. 9/18 8. 16/48
4. 12/36 9. 2/30
5. 9/45 10. 9/54
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Visualizes addition and subtraction of similar fractions.
Objectives (M4NS-IIf-82.1)
II. CONTENT Visualize addition and subtraction of similar fractions.
( Subject Matter)
A. References
3. Textbook pages
portal
5. Other Learning Resources Fraction chart, Pictures showing fractional parts, flashcard.
IV. PROCEDURE
A. Reviewing previous Lesson or Name the shaded part of the following:
Express each fraction to its lowest term.

1. 15/25 6. 3/12
2. 12/16 7. 9/27
3. 6/12 8. 13/39
4. 10/35 9. 3/45
5. 8/40 10. 8/48
B. Establishing a purpose for the Talk about ways of keeping physically healthy.
lesson Do you like a jog? Are you jogging alone?
Why do you have to exercise?
What benefits can you get from jogging?
of the new lesson. John and Raul jog regularly. One morning, John jogged 5/8
kilometer while Raul jogged 3/8 kilometer. How many kilometer
did John and Raul jog altogether? How much father did John Jog
than Raul?
D. Discussing new concepts and Who jog regularly?

practicing new skills.#1 What parts of a kilometer did John jog one morning? What about Raul?
What does the problem ask you find?
E. Discussing new concepts and 5/8 + 3/8 = n
practicing new skills #2. 5/8 + 3/8 = 8/8 – jogged by John and Raul altogether.
5/8 – 3/8 = 2/8 – John jogged 2/8 or 1/4
F. Developing Mastery Find the sum or difference and express in lowest term if possible.
(Lead to Formative Assessment) 1. ¾-2/4 = 6. 3/7 + 1/7 =
2. 5/7 – 3/7 = 7. 5/12 + 3/12 =
3. 2/6 + 2/6 = 8. 4/15 – 1/15 =
4. 8/9 + 5/9 = 9. 6/9 – 11/18 =
5. 10/12 + 6/12 = 10. 3/8 – 2/8 =
G. Finding practical application of Find the sum or difference and express in lowest term if possible.
concepts and skills in daily 1. 3/5 + 1/5 = 6. 13/21 – 8/21 =
living 2. 4/7 + 2/7 = 7. 2/8 + 4/8 +
3. 3/8 + 2/8 = 8. 4/15 – 1/15 =
4. 7/11 – 2/11 = 9. 6/9 – 11/18 =
5. 10/15 – 3/15 = 10. 3/8 – 2/8 =
H.Making Generalizations and In visualizing the sum or difference of similar fraction, we may
Abstraction about the Lesson. use a fraction chart, regions, or number line.
I. Evaluating Learning Find the sum or difference and express in lowest term if possible.
1. 3/6 + 1/6 =
2. 7/20 + 4/20 =
3. 5/10 + 3/10 =
4. 5/6 – 3/6 =
5. 7/10 – 3/10 =
J. Additional Activities for Find the sum or difference and express in lowest term if possible.
Application or Remediation 1. 8/12 – 5/12 =
2. 15/20 – 10/20 =
3. 20/24 – 4/24 =
4. 8/15 + 2/15 =
5. 4/8 + 2/8 =
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Visualizes addition and subtraction of similar fractions.
II. CONTENT Adding and subtracting similar fractions.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Change the fraction in lowest term.
presenting new lesson 1. 10/25 3. 15/18 5. 12/36
2. 9/45 4. 6/24
Find the sum or difference and express your answer in lowest term.
1. ¾ - 2/4 = 3. 5/7 – 3/7 = 5. 2/6 + 2/6 =
2. 8/9 + 5/9 = 4. 10/12 + 6/10 =
B. Establishing a purpose for the Talk about garbage disposal and the practice of segregating
lesson biodegradable and non-biodegradable materials.
What do you usually do with the empty plastic bottle at home?
What other things can be recycled?
Emphasize the importance of recycling, reusing, and reducing.
of the new lesson. The Supreme Pupils Government (SPG) of bussing school was able to
collect 2/4 kg of plastic bottles and ¼ kg of disposable spoons and forks
for their projects Pera Mula sa Basura.
How many kilograms of items did the pupils collect in all? How many
kilograms of items did the pupils collect in all? How many kilograms more
plastic bottles than disposable spoons and forks were collected?
D. Discussing new concepts and What was the project of the SPG of Bussing School?
practicing new skills.#1 What recyclable items did they collect?
What does the problem ask for?
E. Discussing new concepts and In subtracting similar fraction, subtract the numerator and write the
practicing new skills #2. difference over the common denominator.
8/9 + 5/9 = 13/9 or 1 4/9
8/9 – 5/9 = 3/9 or 1/3
F. Developing Mastery Find the sum or difference and express in lowest term if possible.
(Lead to Formative Assessment) 1. 3/6 + 1/6 =
2. 7/20 + 4/20 =
3. 5/10 + 3/10 =
4. 5/6 – 3/6 =
5. 7/10 – 3/10 =
G. Finding practical application of Find the sum or difference and express in lowest term if possible.
concepts and skills in daily 1. 15/20 – 10/20 = 6. 4/5 – 3/5 =
living 2. 20/24 – 4/24 = 7. ¾ + ¼ =
3. 25/30 – 5/30 = 8. 5/8 + 2/8 =
4. 8/15 + 2/8 = 9. 2/7 + 3/7 =
5. 8/30 + 12/30 = 10. 5/6 – 3/6 =
H.Making Generalizations and How do we add or subtract similar fraction?
Abstraction about the Lesson. To add similar fraction, add the numerator, then write the sum as a
fraction using the common denominator, Reduce the answer to
lowest term if possible.
To subtract similar fraction, subtract the numerator, then write the
difference as a fraction using the common denominator, Reduce the
answer to lowest term if possible.
I. Evaluating Learning Find the sum or difference and express in lowest term if possible.
1. 3/5 + 3/5 =
2. 9/10 - 5/10 =
3. 7/8 - 3/8 =
4. 3/7 + 5/7 =
5. 8/30 + 12/30 =
J. Additional Activities for Solve the following problem then, simplify the answer if possible.
Application or Remediation 1. Liza bought bibingka. She sliced it into 8 equal pieces. She ate 1/8
and Danny ate 3/8. What part of the bibingka did they eat?
2. Luz will cook hot cake for her snack. She needs 15/20 cup of flour.
Mother gave her 10/20 cup of flour. How many more cups does she
need?
3. Every Saturday, Alma spends 3/5 of an hour sweeping the yard and
2/5 of an hour cleaning the house. What part of an hour does she
spend in doing the household chores?
4. Rodel is a Grade 4 PUPIL. He lives 7/8 km from school. Bert, his
classmate, lives 5/8 km from school. Who lives farther from school?
How much farther?
5. Maria bought3 kg calamansi. She used 5/7 kg to prepare calamansi
juice and 2/7 k to marinade their food. How many kilograms of
calamansi were used? How many kilograms of calamansi were not
used?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Visualizes subtraction of a fraction from a whole number.
II. CONTENT Visualizes subtraction of a fraction from a whole number.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Subtract the similar fraction.
presenting new lesson 1. 4/5 – 3/5 =
2. 4/4 – 2/4 =
3. 6/6 – 3/6 =
4. 8/8 – 3/8 =
Name a whole number as a fraction.
1 = 2/2, 3/3, 4/4
2 = 1 2/2, 1 3/3, 1 4/4
B. Establishing a purpose for the Talk about friendship with neighbors.
lesson Who among you have friends in your neighborhood?
Have you experienced sharing what you have with your friends?
What things do you usually share with them?
How did you feel after sharing something?
of the new lesson. Ervin bought 1 meter of plastic cover for his notebook. He shared his
plastic cover with his classmate and only ¼ meter was left with him.
What part of the plastic cover did Ervin share?
D. Discussing new concepts and What did Ervin buy?
practicing new skills.#1 What did he do with the plastic cover?
What kind of boy is Ervin? If you were Ervin, will you do the same?
E. Discussing new concepts and Find the answer to solve the problem.
practicing new skills #2. 1. Using an illustration.
1 meter = 4/4 meter.
4/4 – ¾ = ¼
F. Developing Mastery Father bought 2 kilograms of dragon fruits. He shared 5/8 kilogram to
(Lead to Formative Assessment) his neighbour. How many kilograms of the dragon fruits were left?
5/8 kg shared
2 kg = 1 8/8 kg 1 3/8 kg left

2 – 5/8 = 1 8/8 – 5/8 = 1 3/8 kilogram left
G. Finding practical application of Visualize the subtraction of a fraction from a whole number.
concepts and skills in daily 1. 8/8 – 4/8 =
living 2. 1 – 6/8 =
3. 4/4 – 2/4 =
4. 1 – 4/6 =
5. 1 – 7/12 =
H.Making Generalizations and To visualize subtracting a fraction from a whole number, use regions or
Abstraction about the Lesson. number line.
I. Evaluating Learning Visualize the subtraction of a fraction from a whole number.
1. 1 – 2/3 =
2. 2 – 1/5 =
3. 3 – 5/6 =
4. 2 – 3/10 =
5. 4 – ¼ =
J. Additional Activities for Subtract the fraction from a whole number.

Application or Remediation 1. 4 – 3/5 =
2. 5 – 4/7 =
3. 6 – 2/3
4. 5 – 7/8 =
5. 4 – 2/9 =
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Visualize addition and subtraction of dissimilar fraction.
Objectives (M4NS-IIg-82.3)
II. CONTENT Visualizing addition and subtraction of dissimilar fraction.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Subtract the similar fraction.
presenting new lesson 1. 4/5 – 3/5 = 6. 9/10 – 7/10 =
2. 4/4 – 2/4 = 7. 1 – 2/3 =
3. 9/10 + 7/10 = 8. 2 – 3/10 =
4. 8/8 – 3/8 = 9. 4 – ¼ =
5. 3/8 + 5/8 10. 4 – 2/9 =
Find the LCM of the following number.

1. 4 and 2 3. 6 and 8 5. 3 and 9
2. 3 and 4 4. 4 and 12
B. Establishing a purpose for the Show a strip similar to the ones they have.
lesson The whole strip is considered 1 whole. If you fold it into two, how do
you call a part?
of the new lesson. Problem A
Sheryl has 7/8 bibingka. She shared ¼ with her classmate. What part
of the bibingka was left?
Problem B
Anton shared 4/10 meter and 3/5 meter of bamboo with his friends
for their projects. How many meters of bamboo did Anton share in
all?
D. Discussing new concepts and What is asked in the situation?
practicing new skills.#1 What are the given facts?
How will you answer the problem?
What is the number sentence?
E. Discussing new concepts and Solution 1: Using a paper strip show 7/8 – ¼ = n
practicing new skills #2.
¼ is equal to 2/8 5/8 bibingka was left

Solution 2: Using a paper strip show 4/10 + 3/5 = n
4/10 3/5 = 6 10
4/10 + 6/10 = 10/10 or 1
Aton shared 1 meter of bamboo
F. Developing Mastery Illustrate by using rectangular region, then solve.
(Lead to Formative Assessment) 1. ¾ + 1/3 = 4. 4/5 + ½ =
2. 2/3 – 2/5 = 5. ¾ + 2/3 =
3. ½ + 1/5 =
G. Finding practical application of Illustrate by using rectangular region, then solve.
concepts and skills in daily 1. ½ - 1/6 =
living 2. 5/6 + 2/3 =
3. 2/3 + ¼ =
4. 5/8 + ¼ =
5. 7/9 – 1/3 =
H.Making Generalizations and Visualizing addition and subtraction of dissimilar fraction can be done
Abstraction about the Lesson. using region and other models.
I. Evaluating Learning Illustrate by using rectangular region, then solve.
1. 3/5 + 1/3 =
2. 4/5 + ½ =
3. 5/8 + ¼ =
4. 2/3 + 1/6 =
5. 8/10 – ¾ =
J. Additional Activities for Illustrate by using rectangular region, then solve.
Application or Remediation 1. 9/12 + 2/3 =
2. 9/12 – 2/3 =
3. 5/8 – ¼ =
4. 3/5 – 1/3 =
5. 7/9 – 2/9 =
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Perform addition and subtraction of similar and dissimilar fractions.
Objectives (M4NS-IIg-83)
II. CONTENT Adding and subtracting dissimilar fraction
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Add and subtract the similar fraction.
presenting new lesson 1. ¾+¼=
2. 2/5 + 1/5 =
3. 5/9 – 2/9 =
4. ¾-¼=
5. 2/7 + 1/7 =
Find the LCM or LCD of the following number.

1. 1/6 and 1/3 3. 1/8 and 2/3 5. 2/3 and 1/3
2. 2/3 and 3/4 4. 3/8 and 1/2 6. 2/5 and 1/3
B. Establishing a purpose for the Would you like to add and subtract fractions without using picture or
lesson model?

of the new lesson. Marie shared ¼ slice of a cake to her friend. Her sister shared 3/8
slice of a cake with her friends. How many slices of cake did they
share altogether? Who shared more cake? By how much?
D. Discussing new concepts and Who among you love to eat cake? How do you feel eating cakes?
practicing new skills.#1 What occasions do you experience eating cakes?
Do you share what you have, like cakes to others? Why?
What do you feel when others become happy because you’ve share
something to them?
How much cake Marie shared with her friend? How about her sister?
E. Discussing new concepts and Solution 1 For question 1 and 2: By drawing a picture
¼ = 2/8
2/8 + 3/8 = 5/8 slice of cake shared in all.
3/8 – 2/8 = 1/8 Marie’s sister shared 1/8 more cake.

Marie and her sister shared 5/8 slices of cakes altogether.
Marie’s sister shared more by 1/8 slice of cake.
Solution 2: For changing to similar fraction.

¼ = 2/8, 2/8 + 3/8 = 5/8 where 8 is the LCD of 4 and 8.
3/8 – 2/8 = 1/8
F. Developing Mastery Add or subtract.
(Lead to Formative Assessment) 1. 5/8 + 1/3 = 3. 6/9 – 1/5 = 5. 6/8 – 1/3 =
2. ¾ + ½ = 4. 4/5 – ½ =
G. Finding practical application of A. Find the sum.
concepts and skills in daily 1. 9/20 + ¼
living 2. 6/9 + 2/3
3. 7/8 + 2/3
B. Find the differences.
1. 20/40 – ½
2. 8/9 -1/3
3. 5/8 – 1/3
H.Making Generalizations and How do you add or subtract dissimilar fraction?
Abstraction about the Lesson. To add or subtract dissimilar fraction.
• Look for the LCM or LCD of the following fraction.
• Change the dissimilar fractions to similar fraction.
• Add or subtract the fractions.
• Reduce the answer to lowest term if needed.
I. Evaluating Learning Add and subtract the dissimilar fraction. Write in lowest term if needed.
1. 5/8 + ½
2. ¾ + 1/3
3. 6/9 + 2/3
4. 5/6 – ¼
5. 9/12 – 3/6
J. Additional Activities for Add and subtract the dissimilar fraction. Write in lowest term if
Application or Remediation needed.
1. 3/5 + ½
2. 9/10 – 2/5
3. 4/5 – ½
4. 2/3 + ¼
5. 8/9 – 2/3
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Perform addition and subtraction of similar and dissimilar fractions.
Objectives (M4NS-IIg-83)
II. CONTENT Adding and subtracting dissimilar fraction
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
presenting new lesson 1. ¾+¼=
2. 2/5 + 1/5 =
3. 5/9 – 2/9 =
4. ¾-¼=
5. 2/7 + 1/7 =
Find the LCM or LCD of the following number.

1. 1/6 and 1/3 3. 1/8 and 2/3 5. 2/3 and 1/3
2. 2/3 and 3/4 4. 3/8 and 1/2 6. 2/5 and 1/3
B. Establishing a purpose for the Would you like to add and subtract fractions without using picture or
lesson model?

of the new lesson. Marie shared ¼ slice of a cake to her friend. Her sister shared 3/8
slice of a cake with her friends. How many slices of cake did they
share altogether? Who shared more cake? By how much?
D. Discussing new concepts and Who among you love to eat cake? How do you feel eating cakes?
practicing new skills.#1 What occasions do you experience eating cakes?
Do you share what you have, like cakes to others? Why?
What do you feel when others become happy because you’ve share
something to them?
How much cake Marie shared with her friend? How about her sister?
E. Discussing new concepts and Solution 1 For question 1 and 2: By drawing a picture
¼ = 2/8
2/8 + 3/8 = 5/8 slice of cake shared in all.
3/8 – 2/8 = 1/8 Marie’s sister shared 1/8 more cake.

Marie and her sister shared 5/8 slices of cakes altogether.
Marie’s sister shared more by 1/8 slice of cake.
Solution 2: For changing to similar fraction.

¼ = 2/8, 2/8 + 3/8 = 5/8 where 8 is the LCD of 4 and 8.
3/8 – 2/8 = 1/8
F. Developing Mastery Add or subtract.
(Lead to Formative Assessment) 1. 5/8 + 1/3 = 3. 6/9 – 1/5 = 5. 6/8 – 1/3 =
2. ¾ + ½ = 4. 4/5 – ½ =
G. Finding practical application of A. Find the sum.
concepts and skills in daily 1. 9/20 + ¼
living 2. 6/9 + 2/3
3. 7/8 + 2/3
B. Find the differences.
1. 20/40 – ½
2. 8/9 -1/3
3. 5/8 – 1/3
I. Evaluating Learning Add and subtract the dissimilar fraction. Write in lowest term if needed.
1. 5/8 + ½
2. ¾ + 1/3
3. 6/9 + 2/3
4. 5/6 – ¼
5. 9/12 – 3/6
J. Additional Activities for Add and subtract the dissimilar fraction. Write in lowest term if
Application or Remediation needed.
1. 3/5 + ½
2. 9/10 – 2/5
3. 4/5 – ½
4. 2/3 + ¼
5. 8/9 – 2/3
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

Day/Date Grading Period Second Quarter
LOG
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Solves routine and non-routine problems involving addition and
Objectives subtraction fractions using problem solving strategies and tools.
( Write the code for each) (M4NS-IIh-87.1)
II. CONTENT Solving word problem involving addition and subtraction of fraction.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
presenting new lesson 1. 3/5 + 4/15
2. 4/7 – 3/21
3. ½ + 2/3
4. ¾ + 1/3
5. 9/12 – 3/6
B. Establishing a purpose for the Change the following dissimilar fraction to similar fraction.
lesson 1. 2/5 and ¾
2. ¾ and 5/12
3. 2/5 and 2/4
4. ¾ and 4/5
5. 4/5 and 1/3
of the new lesson. Kris baked a banana cake for her family. Her brother ate 3/10 while
her sister ate ¼ . Who ate more? How much more?
D. Discussing new concepts and Who baked a cake?

practicing new skills.#1 What portion of the banana cake did Kris’ brother eat?
What about her sister?
What kind of sister is Kris?
Are you going the same? Why?
What does the problem for?
E. Discussing new concepts and Solve the problem.
practicing new skills #2. 3/10 – ¼ = 6/20 – 5/20 = 1/20
¼ = 5/20 and 3/10 = 6/20
F. Developing Mastery Read and solve.
(Lead to Formative Assessment) 1. As a form of exercises, Dr. Gladys walked 11/12 kilometer and Dr.
Maricris also waliked 5/6 kilometer. Who walked farther and by
how many kilometer?
2. Joseph walked 5/8 kilometer in going to school while Micheal
walked 4/16 kilometer. Who walked longer and by how many
kilometer?
G. Finding practical application of Read each problem carefully and then solve.
concepts and skills in daily 1. A vendor sliced some pizzas into eighths. After selling 57 slices, 7
living slices left. How many whole pizzas did the vendor slice?
2. The Boy Scouts spent 10/12 hour doing their daily exercises. They
only used ¼ hour in hiking. How much time did they use for other
body exercises?
3. Ervin hiked 5/7 of kilometer. Jericho hiked 2/3 kilometer. Who
covered a longer distance? How much longer?
I. Evaluating Learning Read each problem carefully and then solve.
1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter long
than Mitchie. How many meters of ribbon do the girls have
altogether?
2. Jeff jogged 5/6 kilometer while Jonathan jogged 7/12 kilometer.
Who jogged longer? By how many kilometer?
3. Elena shared 3/9 of her chocolate to Lilia. What part was left of
Elena’s chocolate if the original size of the chocolate is 15/18?
4. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter,
and 2/3 meter? How long is the wood put together?
5. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of
carrots, and ¼ kilogram of tomatoes. How many kilograms of
vegetables did Mrs. Romero buy in all?
Application or Remediation 1. Humprey rode his bicycle ½ kilometer to school, 1/5 kilometer to
the store, and 2/10 kilometer home. What is the distance traveled by
Humprey?
2. Alma ran for 7/8 hour and walked for ½ hour to practice for a race.
How much longer did she run than walk?
3. Father bought a pizza. Tess ate 2/5 and Lolits ate 2/10. How much of
the pizza was left?
4. Metchie used 8/9 liter of vegetable oil in fying fishball while 13/45
liter was used in preparing kikiam. Which food item used 3/5 more
vegetable oil? By how much more?
5. Samantha and Antonio bought 5 kilograms of pechay from the
market. They gave 5/6 kilogram to their aunt. How many kilograms
of pechay did they bring home?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Solves routine and non-routine problems involving addition and
Objectives subtraction fractions using problem solving strategies and tools.
( Write the code for each) (M4NS-IIh-87.1)
II. CONTENT Solving word problem involving addition and subtraction of fraction.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
presenting new lesson 1. 5/8 + ½ 5. 3/5 + ½
2. ¾ + 1/3 6. 9/10 – 2/5
3. 6/9 + 2/3 7. 4/5 – ½
4. 5/6 – ¼ 8. 9/12 – 3/6
B. Establishing a purpose for the Add and subtract the similar fraction. Then reduce in lowest term if
lesson needed.
1. 3/5 + ½
2. 5/6 + 1/3
3. 2/3 + ¼
4. 3/10 + 4/5
5. 7/8 + 1/3
of the new lesson. Marlon painted his poultry house using 5/6 liter of green paint and
2/3 liter of yellow paint. What color of paint was used more than the
other? How much more of it was used than the other?
D. Discussing new concepts and What color of paint was used more than the other?
practicing new skills.#1 How much more of it was used than the other?
What is asked?
What are given facts?
E. Discussing new concepts and Solve the problem. Draw a picture.
5/6 - 2/3 = n
5/6 – 2/3 = 5/6 – 4/6 = 1/6
F. Developing Mastery Read and solve.
(Lead to Formative Assessment) 1. Mother plans to buy ½ kilogram of chicken and 2/5 kilogram of
beef. Ho many kilogram of meat does she plan to buy?
2. Marlen has 3 piecesof lace each measuring 1/7 meter, 5/15 meter,
and 3/7 meter. How long are the pieces of lace put together?
3. Rhodora has 2/8 meter of ribbon. Ellen’s ribbon is ¼ meter longer
than Rhodora’s. How mny meter of ribbon do the girls have
altogether?
4. Jane has 2/3 of a pizza. Her friend Remy has 2/3 of a pizza. Who has
more pizza? By how much?
5. Rose has 2/3 cup of coconut vinegar. Her neighbor, Liza asks for 2/3
cup of vinegar. How much vinegar was left with Rose?
G. Finding practical application of Read each problem carefully and then solve.
concepts and skills in daily 1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter long
living than Mitchie. How many meters of ribbon do the girls have
altogether?
2. Jeff jogged 5/6 kilometer while Jonathan jogged 7/12 kilometer.
Who jogged longer? By how many kilometer?
3. Elena shared 3/9 of her chocolate to Lilia. What part was left of
Elena’s chocolate if the original size of the chocolate is 15/18?
4. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter,
and 2/3 meter? How long is the wood put together?
5. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of
carrots, and ¼ kilogram of tomatoes. How many kilograms of
vegetables did Mrs. Romero buy in all?
I. Evaluating Learning Read each problem carefully and then solve.
1. Arkin spent 12/15 hour doing his assignment while Amado spent ¾ hour.
Who spent more time in doing his assignment? By how much more?
2. Luis had 8/10 meter of wood for the frame that he is doing. His father gave
him ¼ meter more. How many meter of wood does he have now?
3. Angelica needs 4/5 kilogram of chicken for her recipe in EPP-HE subject.
She already has 2/4 kilogram. How many more kilograms does she need?
4. Ella had a piece of ribbon. After using 3/8 meter for her headband, she had
¼ meter left. How many meter of ribbon did she have at first?
5. Two whole cassava cakes were prepared by Aling Tess for her daughter’s
birthday. She noticed that only 4/12 of the cassava cake was left. How
much was consumed by the visitors?
Application or Remediation 1. Humprey rode his bicycle ½ kilometer to school, 1/5 kilometer to the store,
and 2/10 kilometer home. What is the distance traveled by Humprey?
2. Alma ran for 7/8 hour and walked for ½ hour to practice for a race. How
much longer did she run than walk?
3. Father bought a pizza. Tess ate 2/5 and Lolits ate 2/10. How much of the
pizza was left?
4. Metchie used 8/9 liter of vegetable oil in fying fishball while 13/45 liter
was used in preparing kikiam. Which food item used 3/5 more vegetable
oil? By how much more?
5. Samantha and Antonio bought 5 kilograms of pechay from the market.
They gave 5/6 kilogram to their aunt. How many kilograms of pechay did
they bring home?
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Creates problems (with reasonable answer) involving addition and
Objectives subtraction of fraction. (M4NS-IIh-88.1)
II. CONTENT Creating problems involving addition and subtraction of fraction.
( Subject Matter)
A. References
3. Textbook pages
portal
5. Other Learning Resources Flashcard, activity card, place value chart
IV. PROCEDURE
presenting new lesson 1. 5/8 + ½ 5. 3/5 + ½
2. ¾ + 1/3 6. 9/10 – 2/5
3. 6/9 + 2/3 7. 4/5 – ½
4. 5/6 – ¼ 8. 9/12 – 3/6
B. Establishing a purpose for the Solve the problem.
lesson Lina went to market to buy some fish. She bought 8/10
kilogram of tilapia and 4/5 kilogram of bangus. How many kilograms
of fish did she buy in all? Which fish is heavier? How many kilogram?
1. What is asked in rhe problem?
2. What are given fact?
3. How will you solve the problem?
4. What operation to be used?
5. What is the number sentence?
6. What is the correct answer?
of the new lesson. The table below shows the number of kilograms of vegetables
harvested by Cyryl and Cyrus.
Cyryl Eggplant ¾ kilogram
Cyrus String beans ¼ kilogram
D. Discussing new concepts and Group the pupils into three group
practicing new skills.#1 Group 1
Creates a word problem involving addition of fraction.
Group 2
Creates a word problem involving subtraction of fraction.
Group 3
Creates a word problem involving addition and subtraction of fraction.
E. Discussing new concepts and Solution 1
practicing new skills #2. Cyryl and Cyrus harvested vegetables. Cyryl harvested ¾ kg of
eggplant while Cyrus harvested ¼ kg of string beans. How my
kilograms of vegetables did Cyryl and Cyrus harvest in all?
Solution 2
Cyryl and Cyrus harvested vegetables. Cyryl harvested ¾ kg of
eggplant while Cyrus harvested ¼ kg of string beans. Who harvested
more vegetables? By how many more kilograms?
Solution 3
Cyryl and Cyrus harvested vegetables. Cyryl harvested ¾ kg of
eggplant while Cyrus harvested ¼ kg of string beans. If they shared a
total of ¾ kg of vegetables to their friends, how many kilograms of
vegetables were left with them?
F. Developing Mastery Use the data below to create a one-step word problem involving
(Lead to Formative Assessment) subtraction of fraction.
Name Fruit they bought Quantity Unit
1. Eric Atis ¾ Kg
2. Simon chico ¼ kg
G. Finding practical application of Use the data below to create a one-step word problem involving
concepts and skills in daily subtraction.
living Name Quantity Unit Fruit they
Bought
Rico ¾ Kg Banana
Alvin ¼ Kg Guava
John ¼ kg Rambutan
H.Making Generalizations and How do you create problem solving involving addition and subtraction
Abstraction about the Lesson. of fraction?
I. Evaluating Learning Use the data below to create a one-step word problem involving:
A. Addition of fraction
B. Subtraction of fraction
Name Fruit they bought Quantity Unit

Sharon Banana ¼ Kg
Tamera Apple ¼ Kg
Dante Lanzones ¾ Kg
J. Additional Activities for Use the data below to create a one-step word problem involving addition and
Application or Remediation subtraction of fraction using the data below.
Name Length of wood used for the EPP Project (in meter)
Chito 2/3 m
Tony 1/6 m
Sheryl ¾m
Dannah ½m
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Visualizes decimal number using models like blocks, grids, number
Objectives lines and money to show the relationship to fractions.(M4NS-IIi-99)
II. CONTENT Visualizing decimal number using models like blocks, grids, number
( Subject Matter) lines and money to show the relationship to fractions.
A. References
3. Textbook pages
portal
5. Other Learning Resources Graphing paper, drawing of a number line, chart, activity sheets.
IV. PROCEDURE
A. Reviewing previous Lesson or Identify the number of equal parts the whole is divided.
B. Establishing a purpose for the Write the following unit fractions in symbols and in words.
lesson

of the new lesson.
Tabern went to a bakeshop. He bought cassava pie for his snack. He
sliced the pie into four equal parts and gave 3 parts to his friends.
What decimal part of the pie was given to his friends?
D. Discussing new concepts and What trait did Tabern show?
practicing new skills.#1 How will you answer the question in the problem?
E. Discussing new concepts and Base-1: Use of block/cubes
practicing new skills #2. Let the pupils group the blocks or color the blocks to visualize 0.75 the
part of the pie given to Tabern’s friends.
Base- 2: Use of grid

Let the pupils color the grid to visualize 0.75, the part of the pie given
to Tabern’s friends.
Base- 3: Use the number line

Use the drawing below representing the number line.
¼ 2/4 ¾ 4/4
Base- 3: Use of money
A cassava cake was sliced four equal parts. Each slice cost Php75.
Suppose the cost of the whole cake is Php300. How will you visualize
0.75?
Cost of Amount per slice
Cassava cake Php 75.00 Php 75.00 Php 75.00 Php 75.00
Php 300.00
F. Developing Mastery Color the box to show the following decimal points.
(Lead to Formative Assessment)
G. Finding practical application of Using models, visualize the following decimal numbers.
concepts and skills in daily 1. 0.20
living 2. 0.25
3. 0.50
4. 0.75
5. 0.90
H.Making Generalizations and How do you visualize decimal number?
Abstraction about the Lesson. How do you identify the number of equal parts of the whole unit?
I. Evaluating Learning Visualize the following decimal numbers using grid.
1. 0.10
2. 0.20
3. 0.30
4. 0.40
5. 0.50
J. Additional Activities for A. Draw the number lines to show the following decimal number.
Application or Remediation 1. 0.3 2. 0.25 3. 0.4 4. 0.1 5. 0.2
B. Draw grid to show the following decimal number.
1. 0.6 2. 0.9 3. 0.55 4. 0.75 5. 0.89
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Renames decimal number to fraction and fraction whose denominators
Objectives are factors of 10 and 100 decimals. (M4NS-IIi-100)
II. CONTENT Renaming decimal number to fraction and fraction whose
( Subject Matter) denominators are factors of 10 and 100 decimals
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Draw the number lines to show the following decimal number.
presenting new lesson 1. 0.20
2. 0.50
3. 0.30
4. 0.60
5. 0.90
B. Establishing a purpose for the Write the following unit fractions in symbols and in words.
lesson

of the new lesson.
Mrs. Paglinawan went to a nearby bakery. She bought a birthday
cake with chocolate flavor for her 9 years old daughter. When she
reached home, she divided the cake into 10 equal parts. If the
children shared 0.8 part from the cake, what fractional part of the
cake was shared by the children?
D. Discussing new concepts and What trait did Mrs. Paglinawan show?
practicing new skills.#1 How will you answer the question in the problem?
E. Discussing new concepts and
F. Developing Mastery Rename the following decimal numbers.

(Lead to Formative Assessment) 1. 0.3
2. 0.07
3. 0.08
4. 0.8
5. 0.9
G. Finding practical application of Express the following as fraction.
living 2. 0.04
3. 0.65
4. 0.08
5. 0.56
H.Making Generalizations and How do you rename decimal number to fractions?
I. Evaluating Learning Express the following as fraction.
1. 0.65
2. 0.05
3. 0.08
4. 0.7
5. 0.90
J. Additional Activities for Write the following decimal numbers.
Application or Remediation 1. 0.9
2. 0.09
3. 0.19
4. 0.10
5. 0.69
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
( Subject Matter) denominators are factors of 10 and 100 decimals
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Subtract the fraction from a whole number.
presenting new lesson 1. 4 – ¾
2. 5 – ¼
3. 6 – 4/8
4. 3 – ½
5. 5 – 3/5
B. Establishing a purpose for the Visualize the following decimal number using the number line.
lesson 1. 0.9
2. 0.5
3. 0.3
4. 0.8
5. 0.6
of the new lesson.
Mang Timoteo cut a bamboo pole into equal parts and made them
into 10 pieces of coin banks. He sold 0.4 of the coin banks. What
fractional part of the coin banks was sold?
D. Discussing new concepts and How will you answer the question in the problem?
practicing new skills.#1 How do rename a decimal number to a fraction?
E. Discussing new concepts and Study the illustration.
F. Developing Mastery Rename the following decimal numbers to fraction.

2. 0.44
3. 0.18
4. 0.08
5. 0.07
G. Finding practical application of Write the following as fraction.
living 2. 0.2
3. 0.45
4. 0.98
5. 0.08
H.Making Generalizations and How do you rename decimal number to fractions?
I. Evaluating Learning Express the following as fraction.
1. 0.75
2. 0.65
3. 0.9
4. 0.85
5. 0.25
J. Additional Activities for Write the following decimal numbers.
Application or Remediation 1. 9/10
2. 8/100
3. 4/10
4. 5/100
5. 9/100
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
( Subject Matter) denominators are factors of 10 and 100 decimals.
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Using number line, visualize the following decimal numbers.
presenting new lesson 1. 0.10 6. 0.30
2. 0.35 7. 0.55
3. 0.25 8. 0.50
4. 0.20 9. 0.40
5. 0.75 10. 0.90
B. Establishing a purpose for the Express the following decimal numbers in fractions.
lesson 1. 0.45 6. 0.56
2. 0.2 7. 0.54
3. 0.04 8. 0.75
4. 0.64 9. 0.90
5. 0.08 10. 0.65
of the new lesson.
What is the equivalent of 3/10 in decimal form?

How do you rename 3/10 to decimal?
3/10---- 3 tenths---------0.3
What fractional part of the region is shaded?

How will you rename 7/10 to decimal?
How do you rename 5/100 in decimal form?
D. Discussing new concepts and Rename the following fractions to decimal numbers.
practicing new skills.#1 1. 1/10
2. 4/10
3. 6/10
4. 4/5
5. ½
E. Discussing new concepts and Rename the following fractions to decimal numbers.
practicing new skills #2. 1. 1/100
2. 48/100
3. 19/20
4. 16/50
5. 8/25
F. Developing Mastery Express the following as decimal number.
(Lead to Formative Assessment) 1. 9/10
2. 8/100
3. 4/10
4. 5/100
5. 9/100
G. Finding practical application of Express the following as decimal number.
concepts and skills in daily 1. 4/10
living 2. 7/100
3. 25/100
4. 75/100
5. 3/5
H.Making Generalizations and How do you rename fraction whose decimal number are factors of 10
Abstraction about the Lesson. and 100 to decimal number?
I. Evaluating Learning Rename the following fractions to decimal numbers.
1. 5/10
2. 10/100
3. 6/10
4. 60/100
5. 90/100
J. Additional Activities for Express the following as decimal number.
Application or Remediation 1. 9/20
2. 12/50
3. 18/ 25
4. 24/20
5. 3/5
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Gives the place value and the value of a digit of a given number
Objectives through hundredths. (M4NS-IIi-101.1)
II. CONTENT Place value and the value of a digit of a given number through
( Subject Matter) hundredths.
A. References
2 Learner’s Material pages LM 4 pp. 143-145
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Rename the fraction to decimal number and words
presenting new lesson Decimal Words
1. 2/10
2. 3/100
3. 4/10
4. 5/100
5. 6/10
B. Establishing a purpose for the Rename the fraction to decimal number.
lesson 1. 5/10
2. 10/100
3. 6/10
4. 60/100
5. 90/100
of the new lesson.
Place Value Ones Decimal Tenths Hundredths
point
Value 1 . 1/10 1/100
0 . 7 5
D. Discussing new concepts and What is the first place value to the right of the decimal point?
practicing new skills.#1 What is the value?
What is the next place value to the right of the tenths place?
What is the value?
What is the value of the hundredths place?
What is the value?
E. Discussing new concepts and Using the decimal 0.25.
practicing new skills #2. 1. What digits in the tenths place? What is the value?
2. What digits in the hundredths place? What is the value?
3. What digits in the ones place? What is the value?
F. Developing Mastery Give the place value of the underline number.
(Lead to Formative Assessment)
Decimal Number Place Value Value
0.52
0.26
0.29
0.18
0.72
G. Finding practical application of Give the place value of the underline number.
concepts and skills in daily
living Decimal Number Place Value Value
0.15
0.26
0.39
0.45
0.27
H.Making Generalizations and What are place value and the value of the digits after the decimal
Abstraction about the Lesson. points?
In decimal the place value of the first digit after the decimal
points is tenths its value is 0.1. The next digit is hundredths and the
value is 0.01.
I. Evaluating Learning Give the place value of the underline number.
0.56
0.65
0.75
0.85
0.95
J. Additional Activities for Give the place value of the underline number.
Application or Remediation Decimal Number Place Value Value
0.22
0.76
0.89
0.15
0.29
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Read and write numbers through hundredths. (M4NS-IIj-102.1)
Objectives
II. CONTENT Reading and writing numbers through hundredths.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Give the place value of the underline number.
presenting new lesson Decimal Number Place Value Value
0.22
0.56
0.75
0.89
0.95
B. Establishing a purpose for the Rename the fraction to decimal number in fraction.
lesson 1. 0.45
2. 0.54
3. 0.65
4. 0.08
5. 0.56
C. Presenting examples/ instances Present the chart.
of the new lesson.
0.5 The location of 5 is in the tenths place.
0 ones The number is read as five tenths.
5 tenths
0.50 The location of 5 is in the tenths place

0 ones and 0 is in the hundredths place.
5 Tenths The number is read as fifty hundredths.
0 Hundredths
D. Discussing new concepts and Read the decimal numbers.

practicing new skills.#1 1. 0.7
2. 0.07
3. 0.75
4. 0.08
5. 0.86
E. Discussing new concepts and Write the following in words.
practicing new skills #2. 1. 0.07
2. 0.14
3. 0.26
4. 0.45
5. 0.58
F. Developing Mastery Write the following in decimal notation.
(Lead to Formative Assessment) 1. Six tenths
2. Seven tenths
3. Two hundredths
4. Thirty-five hundredths
5. Fifty-four hundredths
G. Finding practical application of Write the following in words.
living 2. 0.05
3. 0.15
4. 0.25
5. 0.35
H.Making Generalizations and What should you remember in reading and writing decimals.
Abstraction about the Lesson. 1. Read the number after the decimal point as a whole number and then
name the place value position of the last decimal.
2. There are two decimal places after the decimal point in hundredths.
I. Evaluating Learning Read the decimal and write in words.
1. 0.56
2. 0.65
3. 0.75
4. 0.8
5. 0.9
J. Additional Activities for Write the following decimal numbers
Application or Remediation 1. Five tenths
2. Two tenths
3. Sixty-five hundredths
4. Thirty tenths
5. Seven hundredths
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?
I. OBJECTIVES
mixed number.
C. Learning Competencies/ Round decimal numbers to the nearest whole number and tenths.
Objectives (M4NS-IIj-103.1)
II. CONTENT Rounding decimal numbers to the nearest whole number and tenths.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Identify the place value of the underlined digits.
presenting new lesson 1. 0.5
2. 0.05
3. 0.15
4. 0.25
5. 0.35
B. Establishing a purpose for the Give the place value of the underline number.
lesson
0.22
0.56
0.75
0.89
0.95
C. Presenting examples/ instances Present the situation below.

of the new lesson. Cyryl and Cyrus were competing with each other to walk a distance
in one minute. Cyryl recorded a distance of 16.67 meters while
Cyrus had a distance of 14.45 meters. Who walked a longer distance
in one more?
D. Discussing new concepts and Who were competing to walk in one minute?
practicing new skills.#1 How long did Cyryl walk?
How about Cyrus?
What is asked in the problem?
How will you find the answer to the problem?
E. Discussing new concepts and Solution 1: By using a number line.
F. Developing Mastery A. Round the decimal to nearest whole number.

2. 2.7
3. 3.20
4. 4.08
5. 5.86
B. Round the decimal to nearest tenths.
1. 1.73
2. 2.46
3. 3.29
4. 4.82
5. 5.86
G. Finding practical application of Round the following decimal number to the nearest whole number and
concepts and skills in daily tenths.
living Decimal Number Nearest whole Nearest tenths
number
3.52
4.26
5.29
6.48
7.72
H.Making Generalizations and How do you round decimal numbers to the nearest whole numbers and
Abstraction about the Lesson. tenths?
I. Evaluating Learning Round the following decimal number to the nearest whole number and
tenths.
Decimal Number Nearest whole number Nearest tenths

1. 1.56
2. 2.65
3. 3.45
4. 4.49
5. 5.72
J. Additional Activities for Round the following decimal number to the nearest whole number and
Application or Remediation tenths.
Decimal Number Nearest Nearest
whole tenths
number
Two and three tenths
Three and fourteen hundredths
Four and sixty-seven hundredths
Seventy and sixty-six hundredths
Eighty-five and fifty-four hundredths
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

I. OBJECTIVES
mixed number.
C. Learning Competencies/ Compares and arranges decimal numbers. (M4NS-IIj-104.1)
Objectives
II. CONTENT Comparing and arranging decimal number.
( Subject Matter)
A. References
3. Textbook pages
portal
IV. PROCEDURE
A. Reviewing previous Lesson or Compare the whole number using these symbols > < or =.
presenting new lesson 1. 201 ___ 210
2. 321 ___ 312
3. 451 ___ 415
4. 241 ___ 214
5. 465 ___ 456
B. Establishing a purpose for the Arrange the number correctly.
lesson
273 203 237 213 231
C. Presenting examples/ instances Present the situation below.

of the new lesson. Have you experienced buying something in a grocery or sari-sari store
or somewhere?
Cyryl, Cyrus, Tabern and Shanot bought school supplies. After they
paid for the things bought, they noticed that they received different
amounts of change.
The table below shows the amounts of change they received.

Name Amount of change
Cyryl Php 0.25
Cyrus Php 0.50
Tabern Php 0.75
Shanot Php 0.85
D. Discussing new concepts and Compare the amounts of change received by Cyrus and Cyrus, Tabern
practicing new skills.#1 and Shanot, Cyryl and Tabern, Cyruz and Shanot.
How much did Cyryl receive?
How much did Shanot receive?
Who received the least amount of change?
Who received the least greatest of change?
E. Discussing new concepts and Compare the following using symbols > < or =.
practicing new skills #2. 1. Cyryl Php 0.25 ___ Cyrus Php 0.50
2. Cyrus Php 0.50 ___ Tabern Php 0.75
3. Tabern Php 0.75 ___ Shanot Php 0.85
4. Shanot Php 0.85 ___ Cyryl Php 0.25
5. Tabern Php 0.75 ___ Cyrus Php 0.50
F. Developing Mastery Group Activity
(Lead to Formative Assessment) Group I
A. Arrange the decimal number from least to greatest.
1. 0.46, 0.09, 0.56, 0.65
2. 0.18, 0.08, 0.81, 0.80
B. Arrange the decimal number from greatest to least.
3. 0.78, 0.79, 0.97, 0.87
4. 0.18, 0.27, 0.31, 0.23
5. 3.98, 4.01, 3.77, 3.69
Group II
A. Compare the decimal number using symbols.
1. 0.82 ___ 0.08
2. 0.95 ___ 0.59
B. Arrange from least to greatest.
3. 0.5, 0.8, 0.4, 0.6
4. 0.26, 0.29, 0.24, 0.21
C. Arrange from greatest to least.
5. 0.4, 0.7, 0.2, 0.6
Group III
Answer the following questions.
1. Which is larger, 1.82 or 1.28? _______
2. If you compare 6.08 to 6.8. ______ is the larger decimal number.
3. Which is bigger, 7.8 or 7.80? _____
4. Is 6.08 is equal to ______.
5. What if 6.08 is compare to 6.8, which is larger? ______
G. Finding practical application of Compare the decimal number using symbols > < or =.
concepts and skills in daily 1. 0.48 ___ 0.49
living 2. 0.6 ___ 0.60
3. 0.98 ___ 0.89
4. 0.7 ___ 0.6
5. 0.68 ___ 0.7
H.Making Generalizations and How do you compare two decimal number?
Abstraction about the Lesson. How do you order or arrange decimal numbers from least to greatest or
greatest o least?
I. Evaluating Learning Compare the decimal number using symbols > < or =.
1. 0.56 ___ 0.65
2. 0.05 ___ 0. 50
3. 0. 79 ___ 0.97
4. 0.08 ___ 0.80
5. 0.60 ___ 0.6
J. Additional Activities for Arrange the decimal numbers from least to greatest and vice versa.
Application or Remediation Decimal Numbers Least to greatest Greatest to least
6.28, 6.82, 6.80
6.45, 6.40, 6.04
3.67, 3.07, 3.70
4.56, 4.50, 4.05
9.69, 9.50, 9.96
V. REMARKS
VI. VI.REFLECTION
the evaluation.
80%
require remediation
did these work?
solve?
other teachers?

DLL Math Second Quarter 1

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DAILY School Bicas- Bicas Elementary School Grade IV-Banana

LESSON Teacher Jannah S. Salazar Subject Mathematics 4

B. Establishing a purpose for the Conduct a review on commutative property of multiplication.

MARIBERT S. DE LOS SANTOS

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

Numbers with more Numbers with only 2

D. Discussing new concepts and What is a prime number?

What is your favourite fruit? Why?

F. Developing Mastery Group I

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

Finding the GCF of 48 and 60.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

B. Find the common multiples and LCM of the following number

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

G. Finding practical application of Read and solve the problem.

F. What difficulties did I __ Bullying among pupils

F. What difficulties did I __ Bullying among pupils

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

One Saturday morning, Albert accompanied his mother to

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

Study the result below:

Anson 11/12 kilometer, Danny 5/4 kilometer Wilbert 1 2/7 kilometer

Proper Fraction Improper Fraction Mixed Number

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

1 whole + 1 whole = 2 wholes and 7/8 or 2 7/8

B. Establishing a purpose for the Talk about doing household chores.

C. Presenting examples/ instances Present the problem to the class.

F. Developing Mastery Write the lowest term.

J. Additional Activities for Reduce each fraction to its lowest term.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

F. Developing Mastery Write the lowest term.

Express each fraction to its lowest term.

D. Discussing new concepts and Who jog regularly?

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

2 kg = 1 8/8 kg 1 3/8 kg left

J. Additional Activities for Subtract the fraction from a whole number.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

Find the LCM of the following number.

¼ is equal to 2/8 5/8 bibingka was left

Find the LCM or LCD of the following number.

C. Presenting examples/ instances Present the problem to the class.

3/8 – 2/8 = 1/8 Marie’s sister shared 1/8 more cake.

Solution 2: For changing to similar fraction.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

Find the LCM or LCD of the following number.

C. Presenting examples/ instances Present the problem to the class.

3/8 – 2/8 = 1/8 Marie’s sister shared 1/8 more cake.

Solution 2: For changing to similar fraction.

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

D. Discussing new concepts and Who baked a cake?

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

Name Fruit they bought Quantity Unit

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

C. Presenting examples/ instances Present the problem to the class.

Base- 2: Use of grid

Base- 3: Use the number line

DAILY School Bicas- Bicas Elementary School Grade IV-Banana

C. Presenting examples/ instances Present the problem to the class.

F. Developing Mastery Rename the following decimal numbers.