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Math 4th Quarter

This document contains a daily lesson log for a 4th grade math class. The objectives are for students to demonstrate understanding of concepts like area, perimeter, and volume, and to apply these concepts to mathematical problems and real life situations. Specifically, the lesson focuses on estimating the area of irregular plane figures made up of squares and rectangles. The teacher outlines procedures for reviewing previous lessons, presenting examples, discussing concepts, and formatively assessing students' mastery of estimating irregular areas.

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0% found this document useful (1 vote)

2K views129 pages

Math 4th Quarter

Uploaded by

Jannah

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

Understanding the Concept of Time, Perimeter, Area and Volume: Introduces the basic concepts of time, perimeter, area, and volume, preparing students for related mathematical operations.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4

LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

1. 8 cm 2. 12 cm 3. 24cm

C. Presenting examples/ instances Show the following irregular figures.

of the new lesson. How will you cut each figure in to squares and rectangles?
D. Discussing new concepts and Present this situation to the class.
practicing new skills.#1 Andrew and his sister Anne made a vegetable garden as shown
below. Find the area of their garden.

E. Discussing new concepts and Whose garden is it? What can you say about the shape of their
practicing new skills #2. garden?
Who among you have gardens at home? Do you love gardening?
Why?
Instill the value of "love for gardening."
Looking at the shape of the garden, how will you find its area?
In how many ways can you find its area?
F. Developing Mastery Find the area of these irregular figures.
(Lead to Formative Assessment) \

G. Finding practical application of Find the area of the following figures.

concepts and skills in daily
living

H.Making Generalizations and How do you find the area of an irregular shape that is made up of
Abstraction about the Lesson. squares and rectangles?
To find the area of an irregular shape that is made up of squares and
rectangles:
1. Divide or cut the figure in to squares and rectangles.
2. Find the area of each square or rectangle made.
3. Add the areas of the squares and/ or rectangles made to find the area
of the irregular figure and
4. Express the area in sq cm(cm2) or sq m(m2).
I. Evaluating Learning Find the area of each figure. Write the solution in your notebook.

3. Mr. Reyes constructed a rectangular swimming pool which

measures 20meters long and 8meters wide. Attached to each
of the shorter sides, a square pool with a side of 4meters was
also constructed. What is the area occupied by the pool?
J. Additional Activities for A. Find the area of each figure.
Application or Remediation

B. Solve these problems.

1. A piece of wire 60cm long was bent to form a cross. What is
the area covered by the cross?
2. Riza cut a square with a side of 25cm from each corner of a
square piece of cardboard with a side of 75cm. What is the
area of the piece left?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
DAILY School Bicas- Bicas Elementary School Grade Grade IV
LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

Area_ Area _

B. Establishing a purpose for the Direct the pupils' attention to the figure. Can you give its area?
lesson
C. Presenting examples/ instances Using the Explore and Discover, on pages 197 and 198,
of the new lesson. LM Math Grade4, divide the class into four groups. Ask each
group to think of how they can estimate the area of the given
figure.
D. Discussing new concepts and After the presentations of the groups.
practicing new skills.#1 How did you find the activity?
How were you able to estimate the area of the figure?
In how many different ways were you able to estimate the area?
Were you able to use any of your previous learnings? Which one?
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery Estimate the area of the following figures in square units.
(Lead to Formative Assessment)

G. Finding practical application of Estimate the area of the following figures in square units.
concepts and skills in daily
living

H.Making Generalizations and There are different ways of estimating the area of an irregular
Abstraction about the Lesson. figure. If their regular figure is:
• made up of rectangles and squares, add the areas of the
rectangles and the squares.
• not easily broken into rectangles and squares, trace the figure on
a grid paper. Then, count the number of whole squares that are
completely within the figure. This is the inner measure. Count
the number of whole squares that are partly in the figure. Add
this number to the inner measure to get the outer measure. The
estimate of the area is the sum of the inner measure and the
outer measure.
I. Evaluating Learning Estimate the area of the following figures in square units.
J. Additional Activities for Provide more challenging exercises like the one below. Estimate
Application or Remediation the area.

V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
DAILY School Bicas- Bicas Elementary School Grade Grade IV
LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

2. Review
How to find the area of a rectangle.
What are the characteristics of parallelogram?
B. Establishing a purpose for the Dino saw a picture of an interesting building in a postcard. He
lesson was interested to find the area of the parallelogram-shaped façade
of the building. He remembered that parallelogram was discussed
in their Mathematics class. Help Dino find the area. How can we
help Dino?
C. Presenting examples/ instances Present to the class this figure.
of the new lesson.
D. Discussing new concepts and How did you find the activity?
practicing new skills.#1 How were you able to estimate the area of the figure assigned to
your group?
In how many different ways were you able to find the area?
Were you able to use any of your previous learning?
Which processes were you able to use and for which figure?
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery Estimate the area of the following figures in square units.
(Lead to Formative Assessment)

G. Finding practical application of Complete the table.

concepts and skills in daily
Parallelogra Base (b) Height (h) Area (A)
living
m
1 8cm 9cm
2 18m 12m
3 12cm 84cm2
4 3 in 36 in2
5 34dm 3dm
H.Making Generalizations and The area of a parallelogram can be completed by using the
Abstraction about the Lesson. formula Area of a parallelogram = base x height.
If A is the area of a parallelogram, b is its base, and h is its height,
then, A=b x h and is expressed in terms of square units.
I. Evaluating Learning Find the area of each parallelogram using formula.

3. Dino is putting ceramic tiles on the garden path and the

remaining part requires only a parallelogram shaped tie. So, he
needs to cut a parallelogram from a ceramic tile whose length
is 5m and width is 4m as shown in the figure below.
What is the area of the parallelogram?
What are the areas of the two triangles?
J. Additional Activities for Find the area of each parallelogram using the formula.
Application or Remediation

C. Presenting examples/ instances Mr. and Mrs. Luna want to provide new glass tops for their
of the new lesson. rectangular and square tables. The side of the square table is 3 m.
The length and width of the rectangular table is 4 m and 3 m
respectively.
How much glass will they need?
D. Discussing new concepts and First, Mr. and Mrs. Luna need to find the number of square
practicing new skills.#1 meters each table top occupies. Then, they have to add square
units of two tables.
Study the illustration.
a. Square b. Rectangle

There are 9 squares There are 12 squares.

Area of a square = side x side or A = S X S\
Area of a rectangle = length x width or A = L X W

In a triangle we have to consider its height and its base.

A=½BxH
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery Find the area of each given figure.
(Lead to Formative Assessment)

G. Finding practical application of Find the area of each given figure.

concepts and skills in daily
living

H.Making Generalizations and How do you find the area of square, rectangle and triangle?
Abstraction about the Lesson. Area is the number of square units that cover a surface bounded
by the perimeter.
A.To find the area of a triangle multiply the length of the base
and the height of the length of the altitude, the divide the
product by 2.
Altitude is the height of a triangle.
A = ½ b x h or A = b x h/2
B. To find the area of a square multiply the length of its side
itself. A= S x S
C. To find the area of a rectangle, multiply the length by the
width. A= L x W
I. Evaluating Learning Find the area of each given figure.

J. Additional Activities for Find the area of each problem.

Application or Remediation 1. A curtain is 36 cm high and 60 cm long. What is the area?
2. The floor of Ara’s cage birds is 3 yards wide and 4 yards long.
What is the area of the floor?
3. The area of rectangle is 60 sq. m. Find the length if its width is
10 m.
4. Mr. Ho wants to put the tiles in his dining room, what are
measures 8m long and 6 m wide. What is the area of dining
room floor?
5. Find the area of a triangle with a base of 5cm and height of 12
cm.
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

D. Discussing new concepts and What is the shape of the pond?

practicing new skills.#1 How long is its base?
What is its height?
What is asked for in the problem?
What will you do to solve the problem?
E. Discussing new concepts and Divide the class.
practicing new skills #2. Provide the groups with grid paper, marker, and manila paper.
Given the problems and materials, ask the groups to think of
ways to find the area of the triangular pond.
Solution1
Using grid paper, count the whole squares and squares partly
covered by the triangle, the area is 30 sq m.

Solution2: By using a parallelogram.

Area of the parallelogram =bxh

=10mx6m
=60m2
Area of the triangle= 60m2/2
=30m2
F. Developing Mastery Find the area of each triangle using the formula.
(Lead to Formative Assessment)

G. Finding practical application of Find the area of a triangle.

concepts and skills in daily
living
H.Making Generalizations and How were you able to find the area of the triangle?
Abstraction about the Lesson. In how many ways were you able to find the area?
The area of a triangle with a given base (b) and height (h)can be
solved by the formula
Area of triangle=one-half of the base times the height or
A= ½ b x h.
I. Evaluating Learning Find the area of a triangle.

J. Additional Activities for Complete the table. Use the formula for the area of a triangle.
Application or Remediation Triangle Base (b) Height (h) Area (a)
1 4cm 2cm
2 6m 4cm
3 12cm 84 cm2
4 12m 36 cm2
5 34cm 3cm
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

D. Discussing new concepts and What is asked for in the problem?

practicing new skills.#1 What will you do to solve the problem?

E. Discussing new concepts and Performing the Activities

practicing new skills #2. A.

W= 6cm

L= 10cm
A = length x width
= 10m x 6m
= 60 cm2

B. Each side of the square tiles measures 1 meter. What is the

area of the tile?
A= side x side
= 1m x 1m
= 1 square meter

C. Area of a triangle= ½ base x height

A= b x h/2
20cm A= 15cm X 20 cm/2
A= 300cm/2
A= 150cm2
A= b x h/2
A= 15m X 9m/2
15cm A= 135m/2
A= 67.5m2

9m
15cm

F. Developing Mastery Find the area of each square, rectangle and triangle using the
(Lead to Formative Assessment) formula.

G. Finding practical application of Find the area of a square, rectangle and triangle.
concepts and skills in daily
living

H.Making Generalizations and How were you able to find the area of the square, rectangle and
Abstraction about the Lesson. triangle?
In how many ways were you able to find the area?
I. Evaluating Learning Find the area of a square, rectangle and triangle.

J. Additional Activities for Find the area of each polygon.

Application or Remediation
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
DAILY School Bicas- Bicas Elementary School Grade Grade IV
LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

2. Review
Find the area of rectangle.

Rectangle Length Width Area

1 12cm 8cm
2 43cm 36cm
3 36m 18m
4 48m 30m
5 46cm 18cm
B. Establishing a purpose for the What is the formula to find the area of a triangle?
lesson
C. Presenting examples/ instances Present this situation to the class.
of the new lesson. Mariz has a floor garden. The garden is triangular in shape. The
length of the base is 8 meters, and the height is 6 meters. What is
the area of a garden?
D. Discussing new concepts and What is asked for in the problem?
practicing new skills.#1 What will you do to solve the problem?
E. Discussing new concepts and Performing the Activities
practicing new skills #2. A. Area of a triangle= ½ base x height
A= b x h/2
6m A= 8m X 6m/2
A= 48m/2
A= 24m2
8m

How were you able to find the area of the triangle?

In how many ways were you able to find the area?
F. Developing Mastery Find the area of each triangle using the formula.
(Lead to Formative Assessment)

32cm
G. Finding practical application of Find the area of a triangle.
concepts and skills in daily
living
H.Making Generalizations and How were you able to find the area of a triangle?
Abstraction about the Lesson. In how many ways were you able to find the area?
I. Evaluating Learning Find the area of a triangle.
Triangle Base Height Area
1 15m 10m
2 5cm 30cm
3 7m 9m
4 10m 10m
5 20cm 10cm

J. Additional Activities for Find the area of a triangle.

Application or Remediation

6m
How were you able to find the area of the parallelogram?
In how many ways were you able to find the area?
A= B x H
A = 6m x 3m
A= 18 sq. meter
Area of rectangle = length X width
Area of parallelogram = base x Height
F. Developing Mastery Find the area of each parallelogram using the formula.
(Lead to Formative Assessment)

G. Finding practical application of Find the area of a parallelogram.

concepts and skills in daily
living

H.Making Generalizations and How were you able to find the area of a parallelogram?
Abstraction about the Lesson. The area of a parallelogram can be completed by using the
formula A= b x h.
If A is the area of a parallelogram, b is its base, and h is its height,
then, A = b x h and is expressed in terms of square units.
I. Evaluating Learning Find the area of a parallelogram.
Parallelogram Base Height Area
1 15m 10m
2 5cm 30cm
3 7m 9m
4 10m 10m
5 20cm 10cm

J. Additional Activities for Find the area of each parallelogram.

Application or Remediation Parallelogra Base Height Area
m
1 8cm 9cm
2 12cm 84 sq.m
3 15cm 150 sq. cm
4 18m 12m
5 33cm 14cm

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

D. Discussing new concepts and What is asked for in the problem?

practicing new skills.#1 What will you do to solve the problem?
E. Discussing new concepts and Look at how the parallelogram transformed into a rectangle.
practicing new skills #2.
H= 20m

B= 36m
How were you able to find the area of the parallelogram?
In how many ways were you able to find the area?
A= B x HA = 36m x 20m
A= 720 sq. meter
Area of rectangle = length X width
Area of parallelogram = base x Height
F. Developing Mastery Find the area of each parallelogram using the formula.
(Lead to Formative Assessment)

G. Finding practical application of Find the area of a parallelogram.

concepts and skills in daily Parallelogram Base Height Area
living 1 8cm 9cm
2 18m 12m
3 34cm 34cm
4 18m 14m
5 7m 9m

H.Making Generalizations and How were you able to find the area of a parallelogram?
Abstraction about the Lesson. The area of a parallelogram can be completed by using the
formula A= b x h.
If A is the area of a parallelogram, b is its base, and h is its height,
then A = b x h and is expressed in terms of square units.
I. Evaluating Learning Find the area of a parallelogram.

J. Additional Activities for Solve the following problems.

Application or Remediation 1. A residential lot in shape of a parallelogram has a base of 16 m
and a height of 12. What is the area?
2. A parallelogram has base of 8 cm and a height of 6cm. What is
the area of parallelogram with base and height twice as long?
3. A parallelogram has an area of 432 sq.cm. If its height is 18
cm. How long is its base?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

6 x8 1
3.) = 4.) (3 x 4) =
2 2

12 x 9 1
5.) = 6.) (10 x 6) =
2 2

2. Review
Find the area of parallelogram.
Parallelogram Base Height Area
1 4cm 8cm
2 12cm 9cm
3 48m 24m
4 21m 13m
5 40cm 36cm

B. Establishing a purpose for the One of our national symbols is our flag. Show a picture, or if
lesson there is an available flag, use it. Then, ask the pupils to describe
familiar shapes seen in the flag, including details like color and
other symbols. This can lead to the infusion of the value of
respect for the flag.
We shall explore more about one of the shapes in our flag which
is the triangle.
C. Presenting examples/ instances Present this situation to the class.
of the new lesson.
A triangular pond has a base of 10 meters and a height of 6
meters. What is the area of the pond?
D. Discussing new concepts and What is the shape of the pond?
practicing new skills.#1 How long is its base?
What is its height?
What is asked for in the problem?
What will you do to solve the problem?
E. Discussing new concepts and Divide the class into six to eight members per group.
practicing new skills #2. Provide the groups with grid paper, marker, and manila paper.
Given the problems and materials, ask the groups to think of
ways to find the area of the triangular pond.
Expected Solution:
Solution 1: using grid paper, count the whole squares partly
covered by the triangle, the area is 30 sq m.
Solution 2: By using a parallelogram.

Area of the parallelogram = b x h

= 10 m x 6 m
= 60 m22
Area of the triangle = 60 m2 ÷ 2
= 30 m2
(The area of a triangle is 1/2 the area of the parallelogram.)
Solution 3: By using a rectangle

Area of a rectangle = l x w
= 10m x 6m
= 60m2
Area of a triangle = 60m2 ÷ 2
= 30m2
(Area of the triangle is 1/2 of the area of the rectangle.)
F. Developing Mastery Solve these problems.
(Lead to Formative Assessment) 1. The area of a triangle is 64 cm2. If the base is 16 cm2, what is
the height?
2. The area of a triangular garden is 150 m2. If its height is 15 m,
what is the base?
3. A sailboat has a triangular sail with a height of 35 cm. if the
base of the sail is 16 cm, what is the area?
G. Finding practical application of Find the area of a triangle.
concepts and skills in daily Triangle Base Height Area
living 1 8cm 9cm
2 18m 12m
3 34cm 34cm
4 18m 14m
5 7m 9m

H.Making Generalizations and The area of a triangle with a given base (b) and height (h) can be
Abstraction about the Lesson. solved by the formula.
Area of triangle = one-half of the base times the height or
1
A = (b x h) and is expressed in terms of square units.
2

I. Evaluating Learning A. Find the area of each triangle using the formula.

B. Solve the following problems. Draw the figure if there is no

figure given.
1. A field is in the shape of a right triangle with a base of 15
m and a height of 9 m. what is its area?
2. A rectangular piece of silk cloth has a length of 40 cm and
a width of 30 cm. dina decided to make three pieces of
scarves in triangular shapes so she made a cut as shown.
Find the area of the three pieces.

J. Additional Activities for Find the area of a triangle.

Application or Remediation Triangle Base Height Area
1 7cm 10cm
2 4m 12m
3 5cm 21cm
4 12m 20m
5 5m 9m

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

D. Discussing new concepts and How many pairs of opposite sides are parallel? (One pair)
practicing new skills.#1 What do we call the parallel sides of the trapezoid?
(Bases of the trapezoid)
What is the distance between the two bases of the trapezoid?
(Height of the trapezoid)
E. Discussing new concepts and Divide the class into groups of three members.
practicing new skills #2. Measurer: Double checks all measurements and calculations
Reporter: Shares all pertinent information’s with the class
Solution 1: By counting the whole squares and squares partly
inside the trapezoid.

The area is sq. m.

Solution 2: By drawing or cutting a trapezoid which is exactly the
same as the original trapezoid and then forming a
parallelogram.
1
One of the trapezoids is of the parallelogram.
2
1
The area of the trapezoid is the area of the parallelogram.
2
The area parallelogram can be solved by using the formula as
shown.
A= b x h
= (6 m + 12 m) x 5 m
= 18 m x 5 m
= 90 m2
The area of the trapezoid is 90 m2 ÷ 2 = 45 m2

F. Developing Mastery A. Find the area of each trapezoid using the formula.
(Lead to Formative Assessment) 1. 2.

B. Solve this problem.

The Grade 4-Magalang class decided to help the school
protect its soil from erosion. They decided to plant carabao grass
to cover a trapezoid-shaped portion of the sloping part of the
school yard. The upper base is 8 meter and the lower base is 4
meters, while the distance between the two bases is 2 meters.
How many square meters of carabao grass will they need for the
project?
G. Finding practical application of Complete the table below by using the formula for the area of a
concepts and skills in daily trapezoid.
living .
Trapezoid b1 b2 height Area
1 4cm 2cm 2cm
2 6cm 10cm 4cm
3 12cm 8cm 10cm
4 6dm 12dm 90dm2
5 8m 7m 168m2

H.Making Generalizations and The area of a trapezoid with bases b1 and b2 and height h can be
Abstraction about the Lesson. found or obtained by the formula;
Area of trapezoid =
( b1 +b ) h
2

2
I. Evaluating Learning Find the area of a trapezoid.
J. Additional Activities for Find the area of a trapezoid.
Application or Remediation

D. Discussing new concepts and By counting, how many square units were used to cover each
practicing new skills.#1 figure completely?
When only part of the square is included in the figure, we put it
together with those partly square in the figure to form a whole
square.
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery Estimate the area of the following figures.
(Lead to Formative Assessment) 1. 2. 3.

4. 5.
G. Finding practical application of Estimate the area of the following figures.
concepts and skills in daily 1. 2. 3.
living

4. 5.

H.Making Generalizations and To estimate the area of a parallelogram, a triangle, or a trapezoid:

Abstraction about the Lesson. Count the number of square units that are completely inside
the figure. When only part of the square is included in the figure,
put it together with those partly square in the figure to form a
whole square.
I. Evaluating Learning Estimate the area of the following figures.

J. Additional Activities for Estimate the area of the following figures.

Application or Remediation 1. 2. 3.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

2. Review
Estimate the area of the following figures.

B. Establishing a purpose for the Present this situation to the class: Shapes pervade our lives. All
lesson around us are different shapes, each serving its own purpose. Can
you imagine a world where objects are of the same shape? How
will this world look like? How will this affect our lives?
C. Presenting examples/ instances Present this situation to the class.
of the new lesson. Estimate the area of the following figures. = 1 cm2

D. Discussing new concepts and How did you find the activity?
practicing new skills.#1 How did you go about the task?
What did you do with the objects before estimating and getting
their areas?
How did you estimate the area?
How did you compute for the actual area?
E. Discussing new concepts and
practicing new skills #2.
F. Developing Mastery Divide the class into five groups and give each group a copy of
(Lead to Formative Assessment) the guideline for the Math Trail. All members are responsible for
the work but the following tasks should be assigned.
• Recorder: Records all important information on the record sheet
• Measurer: Double checks all measurements and calculations
• Timer: Keeps record of the time the group starts and the time
the group finishes the task in each station. He/she should also
inform the group as to the remaining time for each station and
should give the order for the group to leave the station and
proceed to the next.
•Reporter: Shares all pertinent information with the class and
shall be responsible for the presentation of the group output to
the class.

STATION 1
One of the most important responsibilities of the school principal is
to inform pupils, teachers, and other school personnel of all
important school and DepED policies. For this, the principal makes
use of the bulletin board for posting latest issuances. In Station 1,
draw the bulletin board used by your principal in your record sheet
indicating the following information:

Shape of the bulletin board: __________ Its dimensions are:

___________
Its area is _____________________________________
What are the information posted on it? Are these information up-to-
date? _____________________________
You are given two minutes for this task.

STATION 2
Before starting the day, all school personnel and pupils have to
attend the flag ceremony. This way, we3also show our respect to our
STATION
flag.
One way of preventing soil erosionit.
Look at our flag and describe is What familiar
to plant carabaofigures
grasscan you
is open
see? Complete the table below of all the figures that you
spaces. This way, we can preserve the top soil of the land which see in your
flag.
takesRecord
hundredsyourofanswers
years toin be
the formed.
Record Sheet
Look for
at Station 2.
your schoolyard.
DrawShape
the Present
shape ofinyour school
Dimensions
yard of the a centimeter
using Area
grid paper.
the Flag Shape
Be sure to draw exactly the shape of the school yard. What is the
predominant shape of the yard? If it is of irregular shape, be able to
break it down into any of the six shapes or combination of the six
shapes we have studied. Estimate the area of the school yard to find
You are given
out how many3square
minutes for this
meters of task.
carabao grass are needed to cover
it. Record your results in the Record Sheet for Station 3.
You are given 3 minutes for this task.
STATION 4
Shapes make the world a beautiful place to live in. There are
objects around us resembling those shapes – rectangle, square,
parallelogram, trapezoid, and triangle – or a combination of these
shapes. In this situation, your task is to show which of the two
figures has a grater area: a triangle with a base of 12 m and a height
of 6 m or a trapezoid with bases of 12 m and 6 m and a height of 4
m? Draw these figures in the Record Sheet for Station 4, indicating
the given dimensions. Show your computations.
You are given 3 minutes for this task.
STATION 5
Part of the program in the school is the Gulayan sa Paaralan, where
certain areas of the school yard are for vegetable production.
Consider that you are given an option to either have a triangular- or
parallelogram-shaped vegetable plot. Consider also that the
triangular- and parallelogram-shaped garden have the same base
and height. If the area of the triangular-shaped plot is 44 cm2, what
is the area of the parallelogram-shaped plot? If you were given a
choice, which of those two plots will you choose and why?
You are given 4 minutes to do this task.
G. Finding practical application of Task for Group 4.
concepts and skills in daily Consider the seven-piece Tangram below. If the area of the
living smallest triangle is one square unit, find the area of the other
figures and the original square.

The Tangram is a set of geometric shapes used for recreational

activities in China thousands of years ago. The word Tangram is
derived from tan, meaning Chinese, and gram, meaning diagram
or arrangement. For this part of our lesson, you will receive a set
of seven tangram pieces, with the following properties.
Shape Number of Area in Square Units of One
Pieces Piece
Small Triangle 2 1
Square 1 2
Parallelogram 1 2
Medium Triangle 1 2
Large Triangle 2 4

H.Making Generalizations and We use the 4-step plan in solving problems involving rectangles,
Abstraction about the Lesson. parallelograms, triangles, trapezoids, and squares.
I. Evaluating Learning For each problem, draw the figure and indicate the given
dimensions. Then, solve the problem.
1. The living room of Mr. Ilagan’s house is trapezoid-shaped with
one of the parallel sides 4 m long and the other 6 m long. The
perpendicular distance between these sides is 5 m. What is the
floor area of the living room?
2. Lots in a newly opened subdivision in Barangay Magiting
cost Php3, 500 per square meter. What is the biggest possible
rectangular lot the Santos family can buy if they have Php400,
000.00? What will be its length and width? Draw the plot and
indicate its length and width.
J. Additional Activities for Study the drawing below. Name at least two familiar figures you
Application or Remediation can see in the drawing. Find the area of the figure. If this drawing
shows half of the drawing for a façade of a one-storey building,
draw the whole building. What familiar figures can you identify
in the new drawing? Find the area of the new figure.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

B. Establishing a purpose for the Let the pupils use rubber bands on geoboards to create triangle, a
lesson parallelogram, and a trapezoid. Ask them to record the perimeter
and area of each figure.
C. Presenting examples/ instances Study the problem.
of the new lesson.
The trapezoidal field at the right is completely covered with
20m
carabao grass.
15m 15m

35m

D. Discussing new concepts and Can you create a problem about the field?
practicing new skills.#1 The trapezoidal field is completely covered with carabao grass.
How many square meters of grass were used?
The trapezoidal field which is completely covered with carabao is
to be enclosed with a barded were fence. How many meters of
barbed wire are needed for the fence?
E. Discussing new concepts and Divide the class into six groups.
practicing new skills #2. Situation 1:
Inside the classroom, create a problem involving perimeter and
area. Use the meter stick/ruler as the measuring tool.
Situation 2:
In the school campus, create a problem involving perimeter and
area. Use the meter stick/ruler as the measuring tool.
Sample Problems:
1. What is the area of the living room in the shape of a trapezoid
with one of the parallel sides 4 m long and the other 6 m long
and with the distance of 7 m across these sides? Answer: 35
m2
2. Find the area of a triangular parcel of land with a base of 11
meters and a height of 7 meters. Answer: 38.5 m2
3.A rectangular garden is 8 meters long and 5 meters wide. How
many meters of barbed wire will be needed to enclose the
garden? Answer: 26 m.
F. Developing Mastery Create a problem involving the perimeter and area of a triangle,
(Lead to Formative Assessment) parallelogram, and trapezoid.
A rectangle yard has a length of 16 meters and a width of 3
meters.

Problem:

Answer:

The living room is in the shape of a trapezoid where one of

the parallel sides is 4 meter long and the other is 6 m long.
The distance across these sides is 7 m.
Problem:

Answer:

G. Finding practical application of Create a problem involving the perimeter and area of a triangle,
concepts and skills in daily parallelogram, and trapezoid.
living
A triangle has sides measuring 10 cm, 14 cm, and 15 cm.

Problem:

Answer:

Ana has a rectangular herb garden that is 8 m long and 10 m

wide.
Problem:

Answer:

H.Making Generalizations and How did you create problems involving perimeter and area of a
Abstraction about the Lesson. triangle, a parallelogram, and a trapezoid?
Steps in Creating Problems
1. Familiarize yourself with the mathematical concepts. Think of
the application to everyday life situations.
2. Think of the type of problem you want to make and the
formula to be used.
3. Read and study more on math problems. Study the solutions.
4. Make your own styles/strategies to justify the solutions.
I. Evaluating Learning Create a problem involving the perimeter and area of a triangle,
parallelogram, and trapezoid.

A wooden area is in the shape of trapezoid whose bases

measure 128 meters and 92 meters and its height is 40
meters.

Problem:

Answer:

A triangular parcel of land is 11 meters at its base and a height

of 7 meters.
J. Additional Activities for Create a problem involving the perimeter and area of a triangle,
Application or Remediation parallelogram, and trapezoid.
Roy planted vegetables in his backyard.
The shape of the garden is a parallelogram.
It has a base of 6 meters and a height of 4 meters.

Nur plans to put a fence around his vegetable garden that is

rectangular in shape. The length of the garden is 4 meters and
the width is 2 meters.
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

B. Establishing a purpose for the Show a Rubik’s Cube. Instill the value of working with patience
lesson and orderliness.
Are you familiar with this toy?
What is the challenging about the Rubik’s Cube?
Did you focus a lot to complete the tasks?
What does it take in order to finish the puzzles?
C. Presenting examples/ instances Present this story to the class.
of the new lesson.
Mike wanted to find out which box, A or B, has the
greater volume. He filled box A with marbles. Then, he
transferred the marbles to box B. after box B was full, there
were still some marbles in box A.

A B
D. Discussing new concepts and Which box has greater value?
practicing new skills.#1 Compare the contents of each box?
Why the boxes do not contain the same number of objects?
Why they are gaps or empty space within the boxes?
E. Discussing new concepts and Group Activity
practicing new skills #2. Divide the class into four groups. Distribute a box each group.
Then provide marbles to Group 1, pebbles to Group 2, beans to
Group 3, and balls to Group 4. Ask each group to fill the box with
the materials given to them finding the volume of the box.
Group 1 – Using the marbles
Group 2 – Using the pebbles
Group 3 – Using the beans
Group 4 – Using the balls
F. Developing Mastery Ask the pupils to find the value of a tetra pack of juice using the
(Lead to Formative Assessment) following materials:
1)Pebbles
2) Mongo seeds
3) marbles
G. Finding practical application of (Counting the number of marbles, pebbles, beans, and balls will
concepts and skills in daily help determine the volume of the box.)
living Group 1: The number of marbles contained in the box is the
volume of that box
Group 2: the number of pebbles contained in the box is the
volume of that box.
Group 3: The number of beans contained in the box is the volume
of that box
Group 4: The number of balls contained in the box is the volume
of that box.
H.Making Generalizations and How can we visualize the volume of solids using non-standard
Abstraction about the Lesson. units of measure?
What can help us visualize the volume?
• Volume is the amount of space a solid figure occupies.
• Non-standard units can be used to measure volume.
• When the non-standard unit used is small, more units are needed
to fill the container. When the non-standard unit used is bigger,
fewer units are needed to fill the container.
• Non-standard units do not give consistent and accurate measure
of the volume of a container.
I. Evaluating Learning Ask the pupils to find the volume of the following containers.
(Use a non-standard unit of the same material and size.)

J. Additional Activities for Ask the pupils to find the value of a tetra pack of juice using the
Application or Remediation following materials:
1. Two shoe box were filled with pingpong balls. Shoe box A had
20 pingpong balls, while shoe box B had 30 pingpong balla.
How does the volume of the shoe box A compare with the
volume of shoe box B?
2. Suppose the pingpong balls in shoe box A are larger than those
in shoe box B, would it be easy to tell which one has the
greater volume? Why?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

D. Discussing new concepts and 1. Who has a transparent rectangular container?

practicing new skills.#1 2. What is the length? Height? Width?
3. What does the problem ask for?
4. How will you solve for the volume of the rectangular prism?
E. Discussing new concepts and Group Activity
practicing new skills #2. Divide the class into four groups. Distribute a box (10 cm by
3 cm by 3 cm) and at least 100 cm cubes to each group. Ask the
groups to work together and think of ways they can find the
volume of the prism. Ask them to explain how to determine the
volume of solid using the standard units.

Supervise them as they do the activity

Solution 1: By filling up the transparent rectangular container
with 1-cm cubes until its brim.

Solution 2: By counting the number of rows, columns, and layers

and then multiplying the number of rows by the
number of columns and by the number of layers
V = 10 rows x 3 columns x 3 layers
V = 90 cubes
= 90 cubic units or 90 cm3

1. How did you find the activity?

2. How did you find the volume? Discuss.
3. Compare the volume using the non-standard units and the
volume using the standard units.
4. Which is accurate in finding the volume?
F. Developing Mastery Find the volume of each solid figure.
(Lead to Formative Assessment)
1. 2. 3.

4. 5.

G. Finding practical application of Find the volume of each solid figure.

concepts and skills in daily 1. 2. 3.
living

4. 5.

H.Making Generalizations and How can we visualize the volume of solids using the standard
Abstraction about the Lesson. units of measure?
What can help us visualize the volume of solids using standard
units?Lead the pupils to give the following generalization.
• Volume is the amount of space enclosed by a space figure.
• Standard units are consistent and accurate.
• To find the volume of a space figure, count the number of cubic
units needed to fill the space figure.
I. Evaluating Learning Find the volume of each solid figure by counting the cubes.

Let the pupils work in pairs. Distribute 1-cm cubes then, ask the
pupils to show solid figures with the following volumes:
1. 12 cm3 2. 24 cm3 3. 40 cm3 4. 60 cm3
J. Additional Activities for A.Find the volume.
Application or Remediation

B. What unit of measure will you use to find the volume of these
objects.
1. Match box
2. Jewelry box
3. Rectangular pool
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
DAILY School Bicas- Bicas Elementary School Grade Grade IV
LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

3 cm

4 cm
10 cm

D. Discussing new concepts and What does mother have?

practicing new skills.#1 What is the length? Width? Height?
What is asked in the problem?
How will you solve the problem?
Explain how to determine the volume of the prism?
E. Discussing new concepts and Group Activity
practicing new skills #2. Divide the class into six groups. Distribute 1-cm cubes, a ruler,
and a rectangular prism with 4 rows, 3 columns, and 10 layers.
Ask them to work together and find the volume using the rows,
columns, and layers. Aside from counting the number of cubes
and multiplying the number of rows by the number of columns
and by the number of layers, ask them to think of other ways to
find the volume.

Solutions: By measuring the length, width, and height using a

ruler.
By relating the number of rows, columns, and layers
with width, height, and length of the container.
By multiplying the length l by the width (w) and by
the height (h).
V=lxwxh
= 10 cm x 4 cm x 3 cm
= 120 cm3
1. How did you find the volume aside from counting the cubes?
2. What did you do with the measurement of the length, width,
and height?
3. What is the formula in finding the volume of a rectangular
prism?
F. Developing Mastery Find the volume of each solid figure.
(Lead to Formative Assessment) 1. 2.
Given the following dimensions, draw a spatial figure and find
the volume.
1. Length = 12 cm 2. Length = 5 cm
Width = 4 cm Width = 3 cm
Height = 20 cm Height = 2 cm
2. A box is 20 cm long, 10 cm wide, and 5 cm tall. What is the
volume of a stack of 6 boxes?

G. Finding practical application of Find the volume.

concepts and skills in daily
living 1. 2. 3.

4. 5.

H.Making Generalizations and How do you find the volume of a rectangular prism?
Abstraction about the Lesson. Lead the pupils to derive the formula in finding the volume.
• Volume is measured in cubic units, such as cubic centimeters
(cm3), cubic meters (m3), and cubic millimeters (mm3).
• Use V = l x w x h to find the volume of a rectangular prism.
Here, l is the length, w is the width, and h is the height of the
rectangular prism. Use V = s3 to find the volume of a cube.
Here, s is an edge of a cube.
I. Evaluating Learning Find the volume.
J. Additional Activities for Find the volume.
Application or Remediation Box Lenght Width height Volume
A 10cm 6cm 8cm
B 25mm 18mm 20mm
C 5m 4m 3m
D 4m 12m 9m
E 7m 9m 10m

A wooden cube has a volume of 1000 cm3. How many 8 cm3

cubes can you cut from it?
What is the shape of the wooden cube?
What is its volume?
What is asked in the problem? Solve.

D. Discussing new concepts and Let the pupils solve the problem by pairs.
practicing new skills.#1 Problem A
Solution: Use the 4-step plan in solving the problem.
Understand
Know what is asked. The volume of the cabinet.
Know the given facts. L = 70 cm, w = 40 cm, h = 170 cm
Plan
Determine the operation or formula to use: Multiplication
Solve
Show how the solution is done.
Problem A. V = l x w x h
= 70 cm x 40 cm x 170 cm
= 476 000 cm3
Check and Look Back
You can use calculator to check your work
State the complete answer.
Problem B.
Solution: 1000 cm3 ÷ 8 cm3
Answer: 125 pieces
E. Discussing new concepts and Solve the problems.
practicing new skills #2. 1. The length of a rectangular prism is 6 cm and the width is 4 cm
while it stands 10 cm, What is the volume?
2. A wooden box is 24 cm long 18cm wide, and 9 cm high. How
much space does it enclose?
F. Developing Mastery Solve these problems.
(Lead to Formative Assessment) 1. The Goodwill Foundation donated boxes of canned goods to
the typhoon Glenda victims. The boxes were placed in a
container van. There are 5 layers of 10 boxes in each of the 6
rows. How many boxes are there in all? Using the boxes, what
is the volume of the container van?
2. A cubical rice granary has a side of 5 meters. How many
canvans of palay can it hold if a cavan of palay contains 125
cm3?
3. A toy box is in the shape of a rectangular prism. It is 35 cm
long and 15 cm high. If its width is 20 cm, what is the volume?
G. Finding practical application of Solve the following problems.
concepts and skills in daily 1. Grace’s sewing box is 5 dm long, 3 dm wide, and 2 dm high.
living What is the volume?
2. An antique wooden chest is in the form of a cube. If its edge is
20 cm, how much space does it occupy?
3. A swimming pool is 10 m long, 3 m wide, and 1 m deep. How
much water can it hold?
4. Mario made a sandbox for his son, which measures 12 dm by 8
dm by 1 dm. how many cubic decimeters of sand box can it
hold?
5. A pit is 15 m long, 10 m wide, and 8 m deep. How many cubic
meters of sand can fill the pit?
H.Making Generalizations and How do you solve problems involving a cube or a rectangular
Abstraction about the Lesson. prism?
What are the steps in solving word problems?
The four-step method to solve the problem.
Understand
• Know what is asked.
• Identify the relevant facts.
Plan – Choose the operation or the formula to use.
Solve – Perform this strategy.
Check – Verify if the answer is correct.
• State the complete answer.
I. Evaluating Learning Solve the following problems:
1. A rectangular block of wood is 25 cm long, 15 cm wide, and
10 cm thick. What is its volume?
2. The volume of a cube is 729 m3. What is the length of its side?
3. A school garden is 20 m long and 3 m wide. How many cubic
meters of soil will make the whole surface rise to 2 m?
4. A refrigerator has a square base with each side that measures
60 cm and stands 122 cm. Find the volume of the refrigerator.
5. A 5cm x 3 cm x 5 cm container is half-filled with salt. How
much salt is still needed to completely fill the container?
J. Additional Activities for Solve the following problem.
Application or Remediation 1. A rectangular box has a volume of 2860 cubic centimetre.
What could be the dimension of its rectangular base if its
height is 40 cm?
2. An open box is 60 cm long, 30 cm wide, and 25 cm long high.
Find the volume.
3. Monic owns a bakeshop that sells different kinds of brownies
cut into 5-cm cubes. How many brownies can she bake using
a pan which measures 40 cm by 30 cm by 4 cm?

4. Myra owns an aquarium which measures 10 cm x 18 cm x 12

cm. How much water does she need to fill the aquarium to to
a height of 7 cm?
5. A container box measures 4 dm on each edge, How much
space can it hold?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concept of time,
perimeter, area and volume.
B. Performance Standards The leaner is able to apply the concept of time, perimeter, and
volume to mathematical problem and real life situations.
C. Learning Competencies/ Creates problems (with reasonable answers) involving volume of
Objectives rectangular prism. (M4ME-IVf-66)
( Write the code for each)
II. CONTENT Creating problems involving the volume of a rectangular prism.
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 310-313
2. Learner’s Material pages Learner’s Material pp. 241-243
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards
Rectangular prisms, cubes, ruler, flash cards, meter stick
IV. PROCEDURE
A. Reviewing previous Lesson or 1. Drill
presenting new lesson Find the volume of cubes and a rectangular prism.
2. Review
Solve problems on volume.
Amy has a box measuring 25 cm long, 20 cm wide, and 10 cm
high. Find its volume.
1. What is asked in the problem?
2. What facts are given?
3. What operation will be used?
4. How is the solution done?
5. What is the answer?
B. Establishing a purpose for the Let the pupils read the problem and ask them to draw the solid
lesson figure describe in the problem.
A rectangular block of wood is 10 cm long, 8 cm wide, and 4 cm
thick.
What is its volume?
Can you create a problem on volume similar to the one given?
C. Presenting examples/ instances Present this story to the class.
of the new lesson. A rectangular block of wood is 10 cm long, 8 cm wide, and 4 cm
thick.What is its volume?
D. Discussing new concepts and What is asked in the problem?
practicing new skills.#1 What are the given data?
What process is needed to solve the problem?
What is the number sentence?
What is the correct answer?
E. Discussing new concepts and Divide the class into six groups. Let each group discuss how they
practicing new skills #2. will make a problem based on the given situations. The first three
groups will discuss
Situation 1 and the remaining other three groups will focus on
situation 2.
Situation 1:
Jeiel has a front yard measuring 12 m long and 7 m wide.
He wants to elevate it by 1/2 meter.
Situation 2:
Tin’s business is to deliver water to schools.
His water tank measures 3 meters long, 1 meter wide, and 2
meters high.
Every morning, he delivers a tank full of water to each of the 3
schools.
F. Developing Mastery Create problems involving volume then, provide the solutions.
(Lead to Formative Assessment) 1. An antique wooden chest is in the form of a cube. Its edge
measures 10cm.
2. A closet measures 3 m long, 4 m wide, and 2 meter high.
3. A flower box is 5 m long, 1 m wide, and 20 cm high.
G. Finding practical application of Create problems involving volume then, provide the solutions.
concepts and skills in daily 1. Caneta’s family made a fish pond in their backyard measuring
living 4 meters long, 3 meters wide, and 4 meters deep. They sold the
soil for Php.50 per cubic meter.
2. A rectangular seed box which measures 25 dm long, 10 dm
wide, and ½ dm high is to be filled with soil.
3. The DPWH men dug a canal which measures 4 m long, 1 m
wide, and 2 m high.
H.Making Generalizations and Lead the pupils to give the generalization by asking: What did
Abstraction about the Lesson. you do to be able to create problems involving the volume of a
rectangular prism? What are the steps in creating problems?
Steps in creating problems:
1. Familiarize yourself with the concepts. Think of an application
to everyday life situations.
2. Think of the type of problem you want to create and the
formula to be used. Relate the problem to real-life situations.
3. Study the solution in solving the problems.
4. Make your own styles/strategies to justify the solutions.
I. Evaluating Learning Create problems involving volume then, provide the solutions.
1. Rectangular prism A has the following dimensions: 12 cm
wide, 8 cm high, and 10 cm long. On the other hand,
rectangular prism B has these dimensions: 20 cm wide, 12 cm
high, and 18 cm long.
2. A rectangular water tank is 3 meters high, 1 meter wide, and 2
meters long. It contains water 2 meters high.
3. The volume of a rectangular prism is 75 cm3, its height is 5
cm, and its length is 3 cm.
J. Additional Activities for Create problems involving volume then, provide the solutions.
Application or Remediation 1. An aquarium which is to be filled with water, measures 60 cm
long, 45 cm wide, and 30 cm high.
2. A bar of gold is 20 dm long, 2 dm wide, and 1 dm high.
3. In constructing a new building, a hole 3 m deep, 9 m wide,
and 125 m long was dug in the ground.
4. A room is 13 m high, 3 m wide, and 9 m long.
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Organizes data in tabular form and presents them in a
Objectives single/double horizontal or vertical bar graph. (M4SP-IVg-2.4)
( Write the code for each) Interprets data presented in different kinds of bar graphs
(vertical/horizontal, single/double bars). (M4SP-IVg-3.4)
II. CONTENT Interpreting Data Presented In Single Vertical and Horizontal Bar
( Subject Matter) Graphs.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 319-325
2. Learner’s Material pages Learner’s Material pp. 246-249
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards
Activity Sheet for Drill Activity
Pictures of single, vertical and horizontal bar graphs for the
motivation
IV. PROCEDURE
A. Reviewing previous Lesson or 1. Drill
presenting new lesson Activity Sheet on Skip Counting by 2, by 5s, and 10s.
By 2s By 5s By 10s
2 5 10
4 15 20
6 20 30
8 25 40
10 30 50
12 35 60
14 40 70
16 45 80
18 50 90
20 55 100

2. Review
Have a review on interpreting data presented in a pictograph.

Legend: represents 5 flowers

1. What is the title of the pictograph?
2. What are being compared?
3. What is the legend? Who made the least number of flowers?
4. What is the total number of flowers made by Juwan and Zaira?
5. How many flowers were made by Zephora and Sarah?
B. Establishing a purpose for the Show the single vertical graph and the horizontal bar graph.
lesson
What can you say about this bar graph?
How will you interpret the bar graph?
What are the parts of the bar graph?
C. Presenting examples/ instances Present this story to the class.
of the new lesson. Present a vertical bar graph and a horizontal bar graph with parts
and let the pupils interpret the data.

D. Discussing new concepts and How many parts do a vertical and a horizontal bar graph have?
practicing new skills.#1 What are those parts? What is the difference between a vertical
bar graph and a horizontal bar graph?
Looking at the bar graph, can you interpret? How?
Why is it important to have an accurate data?
E. Discussing new concepts and Group the pupils into four.
practicing new skills #2. Give activity sheets involving vertical bar graph and horizontal
bar graphs to each group for interpretation.
Group A Group B

Group C Group D

Vertical and horizontal bar graphs have different parts namely;

title, number scale, and labels on the horizontal axis and on
vertical axis. Bar graphs compare the data on the horizontal axis
with the vertical axis.
There is no legend.
How did you feel doing the activity?
Do you have the same interpretation? Why? Why not?
F. Developing Mastery Interpret the data on the vertical bar graph below.
(Lead to Formative Assessment)
1. What is the title of vertical bar graph?
2. What information is placed along the horizontal axis?
3. What information is placed along the vertical axis?
4. What is the most favorite instruments of students?
5. How many students like Drum? Xylophone? Cymbals? And
trumpets?
G. Finding practical application of Interpret the data on the horizontal bar graph below.
concepts and skills in daily
living

1. What is the title of horizontal bar graph?

2. What information is placed along the horizontal axis?
3. What information is placed along the vertical axis?
4. What sports is the favorite of most students?
5. How many students like scrabble?
6. What sport is the second choice?
7. How many students like basketball than soccer?
8. What is the total student like basketball, soccer, and volleyball?
9. How many sports are there in the graph?
10. How many pupils participated in different sports?
H.Making Generalizations and What is a vertical bar graph? A horizontal bar graph? What are
Abstraction about the Lesson. the parts of a bar graph? Why is it called a vertical bar graph? A
horizontal bar graph? What is being compared in a vertical bar
graph? In a horizontal bar graph?

A horizontal bar graph includes: two axes, the horizontal axis

and the vertical axis with labels, title, and scale. The vertical axis
is the group data, while the horizontal axis is the frequency data.
A vertical bar graph also has two axes, the horizontal axis and
the vertical axis with labels, title, and scale. The horizontal axis is
the group data while the vertical axis is the frequency data. Both
bar graphs compare the data from different groups or periods.
I. Evaluating Learning Study the bar graphs then, answer the questions below.
1. What is the title of the vertical bar graph? The horizontal bar
graph?
2. What does the vertical axis tell in the horizontal bar graph?
What does the horizontal axis tell in the vertical bar graph?
3. In the vertical bar graph, how many boy scouts are there in all?
4. In horizontal bar graph, what book was borrowed the most?
5. How many pupils borrowed a Science book?
6. What is the total number of books in Math?
7. How many registered boy scouts are in schools A, B, and C?
8. What school has the most number of registered boy scouts?
9. Hoy many more boy scouts are needed of school C so that they
can have a total registered boy scouts of 60?
10. What is the total registered boy scouts of schools A to D?
J. Additional Activities for Interpret the data of this bar graph. Answer the questions below.
Application or Remediation

1. What data are found in the vertical axis? In the horizontal

axis?
2. What kind of graph is shown?
3. What are being compared on the graph?
4. What is the title of the graph?
5. How many gallons of water was consumed in Wednesday?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

Legend: represents 5 flowers

2. Review
Interpret the data of this bar graph.

1. What data are found in the vertical axis? In the horizontal axis?
2. What kind of graph is shown?
3. What is being compared on the graph?
4. What is the title of the graph?
5. How many kinds of fruits are there?
6. Combining the oranges and bananas, what is the total weight?
7. What is the total weight of the four fruits?
8. What fruit has the least weight?
9. What is the weight of the oranges?
B. Establishing a purpose for the What is your favourite sport?
lesson
C. Presenting examples/ instances Present to the class.
of the new lesson.
D. Discussing new concepts and Study the following questions about the single bar graph.
practicing new skills.#1 1. What is the title of the bar graph?[ Our Favorite Games]
2. In the vertical bar graph, what information is placed along the
horizontal axis? [Games] on the vertical axis? [Number of
Pupils]
3. In the horizontal bar graph, what information is placed along
the horizontal axis ? [Number of Pupils] the vertical axis?
[Games}
4. What sport is the favorite of most students ? [ Basketball]
5. How many students like softball? [ 6 students]
6. What sport is the second choice ? [volleyball]
7. How many more students like basketball than soccer?[4 more
students]
8. What is the total number of students who like soccer, softball,
and basketball? [ 26 students]
E. Discussing new concepts and Interpret the data of this bar graph. Answer the questions below.
practicing new skills #2.

DAY
1. What is the title of the bar graph?
2. What is found in the horizontal axis?
3. What is found in the vertical axis?
4. How many gallons of water were consumed on Monday and
Tuesday?
5. How any more gallons of water were consumed on Wednesday
than on Tuesday?
6. What days had the same water consumption?
7. What was the total consumption for 5 days?
8. What was he average amount of water Consumed for 5 days?
9. Why do you think Wednesday had the Greatest amount of
water consumed?
10. What do you think will happen if we consume much water a
day?
F. Developing Mastery Interpret the data of this bar graph. Answer the questions below.
(Lead to Formative Assessment)
1. What is the title of the bar graph?
2. What is found in the horizontal axis?
3. What is found in the vertical axis?
4. How many gallons of water were consumed on Monday and
Tuesday?
5. How many more gallons of water were consumed on
Wednesday than on Tuesday?
6. What days had the same water of consumption?
7. What was the total consumption for five days?
8. What was the average amount of water consumed for 5 days?
9. Why do you think Wednesday had the greatest amount of
water consumed?
10. What do you think will happened if we consume much water
a day?
G. Finding practical application of Interpret the data of this bar graph. Answer the questions below.
concepts and skills in daily Fruits Harvested in Kilograms
living

1 What is the title of the bar graph?

2. What is found in the horizontal axis?
3. What is found in the vertical axis?
4. How many kilograms of atis were harvested?
5. How many kilograms of jackfruit were harvested?
6. Which fruit was the least harvested in kilograms?
7. Which fruit was the most harvested in kilograms?
8. How many kilograms more atis were harvested than banana?
9. How many kilograms more of banana were harvested than
guyabano?
10. How many kilograms of fruits were harvested in all ?
H.Making Generalizations and What is a vertical bar graph? A horizontal bar graph? What are
Abstraction about the Lesson. the parts of a bar graph? Why is it called a vertical bar graph? A
horizontal bar graph? What is being compared in a vertical bar
graph? In a horizontal bar graph?
I. Evaluating Learning Interpret the data of this bar graph. Answer the questions below.
1. What is the title of the horizontal bar graph?
2. How many Science books were borrowed in August?
3. What is the least borrowed book?
4. How many more Math books were borrowed than Filipino
books?
5. What is the total number of books borrowed in August?
6. What is the title of the vertical bar graph?
7. What is found in the horizontal axis? In the vertical axis?
8. Which school has the least number of registered boy scouts?
9. Which school has the most number of registered boy scouts?
10. How many boy scouts are there in five schools?
J. Additional Activities for Construct a single vertical and horizontal bar graph given the
Application or Remediation data.
Favorite TV Shows of Pupil
Number of Pupils TV Show
30 Cartoon
25 News
20 Game Show
20 Public Service
15 Soap Opera

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

2. Review
Conduct a review on interpreting data presented in single
vertical and horizontal bar graphs following the questions
below.

1. What is the title of the single vertical bar graph and the
horizontal bar graph?
2. What are being compared?
3. What are the terms to be looked into?
4. What is found on the horizontal axis? On the vertical axis?
5. How many gallons of water was consumed in 5 days?
6. What day has the least consumption of water?
7. What fruit has the least weight?
B. Establishing a purpose for the Show samples of constructed single vertical bar graph and single
lesson horizontal bar graph.
Reading Materials in the Classroom

Ask the pupils to observe the sample single vertical and single
horizontal bar graphs. If you are going to construct a single
vertical bar graph and a single horizontal bar graph, how will you
do it? What are the things to be considered in constructing these
bar graphs?
C. Presenting examples/ instances Present to the class.
of the new lesson.
D. Discussing new concepts and What data is shown in Table A? in Table B?
practicing new skills.#1 If you are going to construct a graph for the given data in Table
A, what kind of graph is it? What about in Table B?
How many Grade Three pupils are there?
How many pupils are in Grade Four?
What is the total enrollment for the two Grade levels?
E. Discussing new concepts and Group the pupils into four. Distribute task cards with data table to
practicing new skills #2. be presented in a graph by each group. Ask the group to work
together.

In constructing a bar graph, we must follow these steps:

• Find the greatest number in the data.
• Make a scale from 0 to the greatest number.
• Label the horizontal and the vertical axes.
• Draw a bar to represent the given data. Make your frequency
accurate.
• Make your bar of the same width. Write a title for the graph.
F. Developing Mastery Construct a single vertical and horizontal bar graph given the data
(Lead to Formative Assessment) table below.

G. Finding practical application of Construct a single vertical and horizontal bar graph given the data
concepts and skills in daily table below.
living

H.Making Generalizations and What did you do to construct the single vertical bar graph and
Abstraction about the Lesson. horizontal bar graph?
To construct the single vertical and the horizontal bar graph:
We must consider the following points.
• Draw the horizontal and vertical axes.
• Label the axes with the appropriate information.
• Find the greatest number in the data.
• Make a scale from 0 to the greatest number in the table.
• Draw the horizontal (or vertical) bar to represent the given data.
Make your frequency accurate.
I. Evaluating Learning Construct a single vertical and horizontal bar graph given the data
table below.

J. Additional Activities for Construct a single vertical and horizontal bar graph given the data
Application or Remediation table below.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Constructs data presented in different kinds of bar graphs
Objectives (vertical/horizontal, single/double bars). (M4SP-IVg-3.4)
( Write the code for each)
II. CONTENT Constructing Single Vertical and Horizontal Bar Graphs.
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 325-330
2. Learner’s Material pages Learner’s Material pp. 250-252
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards
IV. PROCEDURE
A. Reviewing previous Lesson or Interpreting data presented in single vertical and horizontal bar
presenting new lesson graphs following the questions below.
1. What is the title of the single vertical bar graph and the
horizontal bar graph?
2. What are being compared?
3. What are the terms to be looked into?
4. What is found in the horizontal axis? On the vertical axis?
5. How many gallons of water was consumed in 5 days?
6. What day has the least consumption of water?
7. What fruit has the least weight?
B. Establishing a purpose for the
lesson

If you are going to construct a single vertical bar graph and a

single horizontal bar graph, how will you do it?
What are the things to be considered?
In constructing these bar graphs?
C. Presenting examples/ instances Present to the class.
of the new lesson. The data given below is about the “Birthdays of Students by
Month.” How will you construct a single horizontal bar graph for
the data?
Birthdays of Students by Month
Number of Students Month
9 January
5 February
11 March
3 April
7 May
5 June
Steps in constructing a horizontal bargraph.
Step 1: Draw the vertical and horizontal axes.
Step 2: Label the horizontal and vertical axes.
Step 3: Find the highest number in the data.
Step 4: Make a scale from 0 to the highest number in the table.
Step 5: Draw a horizontal bar to represent the number of students
in each month.
Step 6: Write the title of the bar graph
D. Discussing new concepts and Discuss on how to construct Single Vertical and Horizontal Bar
practicing new skills.#1 Graphs.
E. Discussing new concepts and Birthdays of Students by Month
practicing new skills #2.

A vertical bar graph is drawn in a similar manner.

The horizontal bar in step 5 is replaced by a vertical bar.
F. Developing Mastery Group I
(Lead to Formative Assessment) Construct a vertical and horizontal bar graph with the given data
below.
Kaing of Mangoes Harvested in Five Years
YEAR NUMBER OF SMALL KAING OF MANGOES
2005 5
2004 3
2003 4
2002 2
2001 3
Group II
Construct a vertical and horizontal bar graph with the given data
below.

Test scores in Math

Number of Students Scores
5 90
4 85
2 80
1 70
Group III
Construct a vertical and horizontal bar graph with the given data
below.
Kinds of Students’ Footwear
Number of students Footwear
5 Sneaker
4 Sandals
2 Boots
1 Flip flops
G. Finding practical application of Analyze the table below then, construct a single vertical bar graph
concepts and skills in daily and a horizontal bar graph. Follow the steps in constructing the
living bar graph.

Favorite Sports
Number of Students Sport
8 Soccer
4 Softball
6 Basketball
3 Swimming

H.Making Generalizations and What did you do to construct the single vertical bar graph and
Abstraction about the Lesson. horizontal bar graph?
To construct the single vertical and the horizontal bar graph:
We must consider the following points.
• Draw the horizontal and vertical axes.
• Label the axes with the appropriate information.
• Find the greatest number in the data.
• Make a scale from 0 to the greatest number in the table.
• Draw the horizontal (or vertical) bar to represent the given data.
Make your frequency accurate.
I. Evaluating Learning Study the table below then, construct a single vertical bar graph
and a horizontal bar graph following the steps.

Number of Cavans of Palay Harvested in 5 Years

Year Number of Cavans of Palay Harvested
2013 75
2012 60
2011 65
2010 70
2009 50

J. Additional Activities for Construct a single vertical bar graph and a horizontal bar graph.
Application or Remediation Follow the steps in constructing the bar graph.
Ten year old children in Five Barangays
Number of Barangay
Children
25 Masinop
10 Malinis
15 Mabato
20 Makabuhay
5 Makinang

Ball pen sold daily

Number of Ballpen sold daily Days
40 Sunday
5 Monday
25 Tuesday
15 Wednesday
10 Thursday
20 Friday
15 Saturday
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
DAILY School Bicas- Bicas Elementary School Grade Grade IV
LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Interprets data presented in different kinds of bar graphs
Objectives (vertical/horizontal, single/double bars). (M4SP-IVg-3.4)
( Write the code for each)
II. CONTENT Interpreting Data Presented in Double Vertical and Double
( Subject Matter) Horizontal Bar Graphs.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 330-336
2. Learner’s Material pages Learner’s Material pp. 253-256
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards, Activity Cards
for Drill Activity
Pictures of vertical and horizontal bar graphs for motivation.
IV. PROCEDURE
A. Reviewing previous Lesson or Conduct a review on interpreting data in a single vertical bar
presenting new lesson graph and a horizontal bar graph.
1. What is the title of the vertical bar graph? Of the horizontal bar
graph?
2. What are being compared?
3. What is found on the horizontal axis? On the vertical axis?
4. Can you interpret the graph in another way? How?
5. What is the most borrowed book?
6. Which school has the highest number of registered boy scouts?

B. Establishing a purpose for the Show a double horizontal bar graph and a vertical bar graph.
lesson

What can you say of this double horizontal bar graph?

How will you interpret this bar graph?
What are the parts of the bar graphs?
Give the pupils time to think, and then encourage the pupils to
show their answers on the board.
Introduce to the class the term double horizontal and double
vertical bar graphs.
C. Presenting examples/ instances Present a double vertical and a double horizontal bar graph with
of the new lesson. parts and let the pupils interpret.

D. Discussing new concepts and Looking at the bar graph, how will you interpret the data
practicing new skills.#1 presented?
Why is it important to have accurate data? What are the parts of
the double bar graph?
What are being compared in the graph? Why is it important to be
patient in our work?
What other things must we look into in interpreting a double bar
graph?
Is double bar graph important? Why? Why not?
E. Discussing new concepts and Group the pupils into four.
practicing new skills #2. Give each group activity cards of double vertical/horizontal bar
graph. Ask the group to work cooperatively in interpreting the
data.
Give them enough time to think and do the task.
After they have finished, the leader of each group will display
their outputs on the board and discuss the answers.
Group I Group II

Group III Group IV

F. Developing Mastery Interpret the data in a double vertical bar graph and a double
(Lead to Formative Assessment) horizontal bar graph.

A. About the double vertical bar graph.

1. What is the title of the double vertical bar graph?
2. What information is found in the vertical axis? Horizontal
axis?
3. How many youths and adults chose casual clothing?
4. How many more youths than adults prefer sports clothing?
5. How many more adults than youths like gown?
B. About the double horizontal bar graph.
1. What is the title of the double horizontal bar graph?
2. What information is found in the vertical axis? Horizontal
axis?
3. How many boys chose rose flower?
4. How many more girls than boys love rose?
5. How many more girls than boys like daisy?
6. What flower is the favorite of most boys?
G. Finding practical application of Interpret the double vertical and double horizontal bar graphs by
concepts and skills in daily answering the questions below.
living

1. What is the title of the double vertical bar graph? Of the

horizontal bar graph?
2. What are being compared in the double vertical bar graph?
3. What is found in the vertical axis of a double vertical bar
graph?
4. What are compared in the double horizontal bar graph?
5. What is found in the horizontal axis of the double horizontal
bar graph?
6. What book is preferred by most students?
7. How many pupils preferred menudo and chicken?
H.Making Generalizations and How do you interpret the data in a double vertical bar graph and a
Abstraction about the Lesson. double horizontal bar graph? How many bars are there in a double
vertical bar graph and a double horizontal bar graph? What is
being compared in a double/horizontal bar graph?
A double bar graph includes: 2 axes with labels, title, and scale.
To interpret the double vertical and double horizontal bar graphs;
• Look into its parts
• Find the vertical axis and the horizontal axis
• Look into the labels and the scales
• Look for the legend
I. Evaluating Learning Interpret the data of this double bar graph. Answer the questions
below.
1. What is the title of the graph?
2. How many kinds of food are sold?
3. How many pieces of puto are there in the two canteens?
4. How many pieces of bico are there in the 1st canteen?
5. What kind of bar graph is shown?
6. What is the total piece of food in the two canteens?
J. Additional Activities for Interpret the data of this double bar graph. Answer the questions
Application or Remediation below.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Interprets data presented in different kinds of bar graphs
Objectives (vertical/horizontal, single/double bars). (M4SP-IVg-3.4)
( Write the code for each)
II. CONTENT Interpreting Data Presented in Double Vertical and Double
( Subject Matter) Horizontal Bar Graphs.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 330-336
2. Learner’s Material pages Learner’s Material pp. 253-256
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards, Activity Cards
for Drill Activity
Pictures of vertical and horizontal bar graphs for motivation.
IV. PROCEDURE
A. Reviewing previous Lesson or Answer the question below.
presenting new lesson
1. What is the title of the vertical bar graph? Of the horizontal bar
graph?
2. What are being compared?
3. What is found on the horizontal axis? On the vertical axis?
4. Can you interpret the graph in another way? How?
5. What is the most borrowed book?
6. Which school has the highest number of registered boy scouts?
B. Establishing a purpose for the What can you say of this double horizontal bar graph?
lesson How will you interpret this bar graph?
What are the parts of the bar graph?
C. Presenting examples/ instances Present a double vertical and a double horizontal bar graph with
of the new lesson. parts and let the pupils interpret.

D. Discussing new concepts and Double vertical bar graph

practicing new skills.#1 1. What is the title of the double vertical bar graph?
2. What information is placed along the horizontal axis? Along
the vertical axis?
3. What different groups of data are being compared?
4. How many pupils choose”Lugaw and Menudo”?
5. How many pupils like chicken?
6. How many more boys than girls like Menudo? Chicken?
Double horizontal bar graph
1. What is the title of the double horizontal bar graph?
2. What information is placed along the horizontal axis? Along
the vertical axis?
3. What different groups of data are being compared?
4. What book is the most favorite of the students?
5. How many students like Math books?
6. How many more boys than girls like Math books?
E. Discussing new concepts and Interpret the data of this double bar graph. Answer the question
practicing new skills #2. below.
Available Snacks in Two Canteens

st nd
Key: Light Bar-1 Canteen Dark Bar 2 Canteen

1. What is the title of the double horizontal bar graph?

2. What information is found in the horizontal axis?
3. How many kinds of food are available in the two canteens?
4. How many pieces of cookies are available in the first canteen?
5. How many more chips are available in the first canteen than in
the second canteen?
F. Developing Mastery Interpret the data of this double bar graph. Answer the question
(Lead to Formative Assessment) below.
. Favorite Snacks of Pupils

Key: Light Bar-Boys; Dark Bar- Girls

1. What is the title of the double vertical bar graph?
2. What information is found in the horizontal axiz?
3. How many kinds of snacks are there?
4. How many pupils choose puto?
5. How many boys choose bread?
6. How many more girls than boys like biko?
7. Which snack was chosen by most pupils?
G. Finding practical application of Interpret the double vertical and double horizontal bar graphs by
concepts and skills in daily answering the questions below.
living

1. What is the title of the double vertical bar graph? Of the

H.Making Generalizations and How do you interpret the data in a double vertical bar graph and a
Abstraction about the Lesson. double horizontal bar graph? How many bars are there in a
double vertical bar graph and a double horizontal bar graph?
What is being compared in a double/horizontal bar graph?
I. Evaluating Learning Interpret the data of this double bar graph. Answer the questions
below.

1. What is the title of the graph? How many pupils chose fruits?
2. What is the favorite snack of the pupils?
3. How many pieces of cookies are there in all?
4. What are being compared in the graph?
5. How many boys like chips, cookies, and fruits?
6. How many pupils chose chips as their favorite snack?
J. Additional Activities for Study the table below. Construct a double horizontal bar graph
Application or Remediation following the steps in constructing a bar graph.
Club Members
Number of Pupils Club
Boys – 10; Girls – 5 Young Mathematics
Boys – 11; Girls – 8 Young Scientists
Boys – 8; Girls – 9 Book Lovers
Legend: Boys – Blue Color; Girls – Pink Color
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

1. What is the title of the vertical bar graph? The horizontal bar
graph?
2. What are being compared?
3. What is the legend?
4. What are the terms to be locked into?
5. What is found on the horizontal axis? On the vertical axis?
6. How will you make the data table for each?
B. Establishing a purpose for the Show some example of double vertical and double horizontal bar
lesson graphs.

Ask pupils to observe the sample bar graphs. Then, ask the
following questions:
• If you are going to construct a double vertical and a double
horizontal bar graph, how will you do it?
• What are the things to be considered in constructing a double
bar graph? Give the pupils time to think. Then, encourage
pupils to give their answers on the board.
C. Presenting examples/ instances Present the table with the data and the constructed double vertical
of the new lesson. and double horizontal bar graphs.
D. Discussing new concepts and What is your favorite sport/s? Why?
practicing new skills.#1 Look at the table and the constructed double horizontal and
vertical bar graphs, what can you say about them?
Are you fond of sports? Why? Is cooperation important in
playing sports? Why?
Instill the value of cooperation. Are there other ways where we
can present the data? How?
E. Discussing new concepts and Group the pupils into four. Distribute task cards with data table to
practicing new skills #2. be presented be each group in a double vertical or double
horizontal bar graph.

F. Developing Mastery Construct a double vertical bar graph and a double horizontal bar
(Lead to Formative Assessment) graph, given the data below.

G. Finding practical application of Given the data on the table, construct a double vertical bar graph
concepts and skills in daily and a horizontal bar graph.
living
Game Won and Lost by Local Baseball Teams
Number of Games Team
Win – 12 Lost – 6 Tabilang
Win – 14 Lost – 8 Dacuba
Win – 10 Lost – 10 Plopino
Win – 15 Lost – 5 Conde
Win – 8 Lost – 11 Climacosa
Win – 9 Lost – 4 Collao
Legend: Win – Color Red; Lost – Color Yellow

H.Making Generalizations and What did you do to construct the double vertical bar graph?
Abstraction about the Lesson. To construct a double vertical (or horizontal) bar graph we must
consider the following points:
• Draw the vertical and horizontal axes.
• Label the horizontal and the vertical axes with appropriate
names for the information.
• Find the greatest number in the data.
• Make a scale from 0 to the greatest number.
• Draw the double vertical (or horizontal) bars to represent each
data.
• Make the bars of the same width.
• Look for the legend. Make the frequency accurate.
• Write the title for the graph.
I. Evaluating Learning Analyze the table below and then construct a double vertical bar

Club Members
Number of Pupils Club
Boys – 10; Girls – 5 Young Mathematics
Boys – 11; Girls – 8 Young Scientists
Boys – 8; Girls – 9 Book Lovers
Legend: Boys – Blue Color; Girls – Pink Color
graph. Follow the steps in constructing the bar graph.

J. Additional Activities for Study the table below. Construct a double horizontal bar graph
Application or Remediation following the steps in constructing a bar graph.
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

1. What is the title of the double vertical bar graph? Of the

With a partner, construct double vertical and double horizontal

bar graphs for the data shown in the table above by following
these steps.
Step1. Draw the vertical and horizontal axes.
Step2. Decide what appropriate information to put in the vertical
and horizontal axes.
Step3. Label the horizontal and vertical axes.
Step4. Find the highest number in the data.
Step5. Make a scale from 0 to the greatest number in the table.
Step6. Draw a bar to represent the given data. Have a legend for
the graph.
Step7. Write a title for the graph.
D. Discussing new concepts and If you are going to construct a double vertical and a double
practicing new skills.#1 horizontal bar graph, how will you do it?
What are the things to be considered in constructing a double bar
graph?
E. Discussing new concepts and Construct double vertical and double horizontal bar graphs with
practicing new skills #2. the given data below.

F. Developing Mastery Construct double vertical and double horizontal bar graphs with
(Lead to Formative Assessment) the given data below.

G. Finding practical application of Read and analyze the data below. Then construct double vertical
concepts and skills in daily and double horizontal bar graphs for each set of data
living

H.Making Generalizations and What did you do to construct the double vertical bar graph?
Abstraction about the Lesson. To construct a double vertical (or horizontal) bar graph we must
consider the following points:
• Draw the vertical and horizontal axes.
• Label the horizontal and the vertical axes with appropriate
names for the information.
• Find the greatest number in the data.
• Make a scale from 0 to the greatest number.
• Draw the double vertical (or horizontal) bars to represent each
data.
• Make the bars of the same width.
• Look for the legend. Make the frequency accurate.
• Write the title for the graph.
I. Evaluating Learning Read and analyze the data below. Then construct double vertical
and double horizontal bar graphs for each set of data.
J. Additional Activities for Analyze the table below and then construct a double vertical bar
Application or Remediation graph.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

a. Who has the most number of marbles?

b. Who has the least number of marbles?
c. How many more marbles does Juan have the Mario?
d. What is the combined number of marbles of Lito and Diego?
e. If you combine than marbles of Juan and Lito, how many more
marbles do they have than the combined marbles of Diego and
Marion?
2. Review
Construct a horizontal bar graph.
Briones Family’s
Water Consumption
June 50 cu. meter
July 45 cu. meter
August 60 cu. meter
September 40 cu. meter
B. Establishing a purpose for the How do you keep track of your grades? Do you see your progress
lesson clearer if it is through a bar graph? Why?
C. Presenting examples/ instances Present this horizontal bar graph to the class.
of the new lesson.

D. Discussing new concepts and In quarter did Jane get the lowest grade?
practicing new skills.#1 What about the highest grade?
Why do you think Jane got the lowest grade during 3rd Quarter?
Is it good to keep track of your performance?
What will you do in order to get good grades?
E. Discussing new concepts and Divide the class into five groups.
practicing new skills #2. Use the data in the given vertical bar graph to answer the
following questions.

Use the data in he given vertical graph to answer the following

questions.
1. How many kaing of mangoes in all were harvested from
January to March?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. \What is the number sentence?
e. What is the complete answer?
2. How many more kaing of mangoes were harvested in April
than in February?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. What is the total harvest from January to March?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
4. What is the average of kaing of mangoes harvested in five
month?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
F. Developing Mastery Use the data in he given vertical graph to answer the following
(Lead to Formative Assessment) questions.

1. What is the total electric consumption from December to

April?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. If the cost of electricity per kilowatt is Php12.00, how much
would Mica pay for the month of February?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
G. Finding practical application of Use this data in the double horizontal bar graph to solve the
concepts and skills in daily following problems.
living
1. How many boys in all are there in Grade 4?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. How many girls in all are there in Grade 4?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e.What is the complete answer?
3. Which section has more, boys and girls? By how many more?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
H.Making Generalizations and Routine Problems are problems that follow standard procedure in
Abstraction about the Lesson. solving word problems:
Understand:
What does the problem ask for?
What are the given data?
What is the word clue?
Plan
What operation/s is/are to be used?
What is the mathematical sentence?
Solve
Show how the solution is done using the operation.
Check
Check if the answer is correct.
State the final answer.
Nonroutine problems are problems that can be solved even
without following the steps or procedure.
I. Evaluating Learning Use the data presented in the bar graphs to answer the questions.
1. What is the combined weight of used clothes donated by the
Barredo and the De Villa Families?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. What is the total weight of used clothes donated by the five
families?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. How much more is the combined weight of donations of the
Castro and the Garcia Families?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
4. What is the average weight of donations of the five families to
the victims of typhoon Glenda?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
J. Additional Activities for Use the data presented in the bar graphs to answer the questions.
Application or Remediation

1. How many students were enrolled in 2010-2011?

a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. Which school year had the most number of students enrolled?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. How many boys in all were enrolled in the four school years?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

a. Who has the most number of marbles?

b. Who has the least number of marbles?
c. How many more marbles does Juan have the Mario?
d. What is the combined number of marbles of Lito and Diego?
e. If you combine than marbles of Juan and Lito, how many more
marbles do they have than the combined marbles of Diego and
Marion?
2. Review
Construct a horizontal bar graph.
Briones Family’s Water Consumption
June 50 cu. meter
July 45 cu. meter
August 60 cu. meter
September 40 cu. meter
B. Establishing a purpose for the How do you keep track of your grades? Do you see your progress
lesson clearer if it is through a bar graph? Why?
C. Presenting examples/ instances Present this horizontal bar graph to the class.
of the new lesson. The graph presents Leo’s grades in different learning areas for the
3rd and 4th quarters.

D. Discussing new concepts and Use the data in above graph to answer the following questions.
practicing new skills.#1 1. By how many points did Leo’s grade in Science increase
from3rd quarter to 4th quarter?
2. What was Leo’s average grade during the 3rd quarter?
3. What was Leo’s average grade for the 4th quarter?
4. Between 3rd and 4th quarters, when did Leo perform better?
E. Discussing new concepts and Use the data in the bar graph to solve the following problems.
practicing new skills #2.

1. How much farther does Liza walk than Buknoy?

a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. How much farther does Teddy walk than Ramon?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. How much farther does Buknoy walk than Ramon?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
4. If you combine Liza’s and Ramon’s distance from the school
and compare it against the combined distance walked by
Teddy and Buknoy , which combined distance is farther from
the school?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
5. Find the average distance of the houses of the 4 classmates
from the school.
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
F. Developing Mastery Use the data on the graph to solve the problems.
(Lead to Formative Assessment)

1. What month registered the highest harvest? Why do you think

it had the highest harvest?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. What was the average harvest of play?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
G. Finding practical application of Use this data in the double horizontal bar graph to solve the
concepts and skills in daily following problems.
living

1. How many students were enrolled in 2010-2011?

a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. Which school year had the most number of students enrolled?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. How many boys in all were enrolled in the four school years?
a. What is asked?
b. What facts are needed to solve the problems?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
H.Making Generalizations and Routine Problems are problems that follow standard procedure in
Abstraction about the Lesson. solving word problems:
Understand:
What does the problem ask for?
What are the given data?
What is the word clue?
Plan
What operation/s is/are to be used?
What is the mathematical sentence?
Solve
Show how the solution is done using the operation.
Check
Check if the answer is correct.
State the final answer.
Nonroutine problems are problems that can be solved even
without following the steps or procedure.
I. Evaluating Learning Use the data presented in the bar graphs to answer the questions.

1. Which fruit was sold the most number of kilograms for 2 days?
2. How many kilograms of fruits were sold in Day 1?
3. How many kilograms of fruits were sold in Day 2?
4. Which day had more kilograms of fruits sold? by how many
kilogram more?
5. How many kilograms of fruits in all were sold in two days?
J. Additional Activities for Use the data presented in the bar graphs to answer the questions.
Application or Remediation
1. What is the total amount of ingredients of adobong pato?
2. What is the total amount of ingredients of chicken adobo?
3. What is the total cost if you are going to combined all the
ingredients?
4. If you have a big family, what would you choose to cook?
Chicken or adobong pato? Why?

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Records favorable outcomes in a simple experiment (e.g. tossing
Objectives a coin, spinning a wheel, etc.) (M4SP-IVi-9)
( Write the code for each) Expresses the outcome in a simple experiment in words, symbols,
tables, or graphs.
(M4SP-IVi-10)
Explains the outcomes in an experiment. (M4SP-IVi-11)
II. CONTENT Simple Probability Experiments.
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 348-352
2. Learner’s Material pages Learner’s Material pp. 263-265
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards, coin, die,
spinner, playing cards, handkerchief
IV. PROCEDURE
A. Reviewing previous Lesson or 1. Drill
presenting new lesson Tell whether the following is sure to happen, likely to happen,
or impossible to happen.
1. One day, the sun will set in the east.
2. Taal Volcano can be found in Batangas.
3. Quezon City will again become the capital of the
Philippines.
4. Your mother prepares the ingredients. She will cook the
food.
5. The baby cries. She is hungry.
2. Review
Use the data in the bar graph to solve the following problems.

1. What is the combined number of pages of books read by Jerry

and Gani? Of Rante and Abe?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. How many more pages did Jerry and Gani read and compared
to Rante and Abe?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. What is the average number of pages of books read by the four
friends?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
B. Establishing a purpose for the Have the class listen to the song Pagdating ng Panahon.
lesson Discuss the message of the song relating to prediction. Which line
in the song tells what you want to occur will likely happen? Will
unlikely happen? Is it impossible to happen? Or certain to
happen?
C. Presenting examples/ instances Present to the class a one peso coin.
of the new lesson. If I will toss this coin, which do you think will come out, the head
or the tail?
D. Discussing new concepts and Group the class into four.
practicing new skills.#1 Asks the class to perform the task assigned to them. Require them
to write the results of the simple experiments on a manila paper
using the table.
Group A. Using a Spinner

1. Spin the spinner.

2. Put a mark in the tally column for each color where the spinner
stops. Do these experiment 20 times.
3. Add the tally marks for each column and write the number
in the frequency column.
Color Tally Frequency
4.
Blue
Red
Yellow
Express the outcome or probability using the formula.
Probability (blue) =

Group B. Using Spinner

1. Spin the spinner.

2. Put a mark in the tally column for the number where the
pointer is when the spinner stops.
3. Do this experiment 30 times. Add the tally marks for each
number. Write the number in the frequency column.
4. Express the probability using the formula.
Example:
Number Tally Frequency
1
2
3
4
5
6

Probability (1) =
Group C. Drawing marble form the box
From a box containing 4 marbles (1 red, 1 green, 1 yellow and 1
blue)
1. Pick a marble without looking.
2. Put a mark on the tally column for the marble you pick and
then return the marble into the box.
3. Do this experiment 20 times. Add the tally marks for each
marble. Write the number in the frequency column.
4. Express the probability using the formula.
Example:

Color Tally Frequency

Red
Blue
Green
Yellow

Probability (red)=

Group D. Using numbered cards (0, 1, 2, 3, 4, 5, 6, 7, 8, 9)

1. From a deck of numbered cards, pick a card. Put a mark under
the tally column. Return the card into the deck.
2. Do this 20 times.
3. Add the tally marks for each number card. Write the number in
the frequency column.
4. Express the probability using the formula.
Example:
Probability (0) =

Number Tally Frequency Outcomes

1
2
3
4
5
6
7
8
9
E. Discussing new concepts and How did you find the activity?
practicing new skills #2. How did you perform the simple probability experiment?
How did you record the results of your probability experiment?
How did you express the outcomes of your probability
experiment?
What did you notice in the results of your probability
experiments?
F. Developing Mastery Activity 1
(Lead to Formative Assessment) 1. Get a 5-peso coin.
2. Toss the coin.
3. Put a mark in tally column.
4. Do this experiment 20 times. Add the tally marks and write the
number in the frequency column.
5. Express the probability using the given formula.
 Out of 20 times, how many times did the tail show up.
 Out of 20 times, how many times did the head show up.

Activity 2
1. Get a die or dice.[both terms are correct.
2. Roll the die. Put a mark in the tally column for the “number of
dots” that landed on the top.
3. Do this experiment 30 times. Add the tally marks for each
“number of dots.“ Then, write the number in the frequency
column.
4. Express the probability using the formula.
Out of 30 times, how many times did each “number of dots”
below land on top? a.1 b.2 c.3 d.4 e.5 f.6

Activity 3
1. Put three number cards in a bag.1, 2, 3
2. Draw one card from the bag without looking. put a mark in the
tally column for the number card. Put the card back in the bag.
3. Do this experiment 20 times. Tally!
4. Express the probability using a formula.

G. Finding practical application of Express the outcomes of your prediction.

concepts and skills in daily 1. What is the chance that you will get a perfect score in a test?
living 2. What is the probability that a newly-born baby is a girl.?
3. Toss a die, what is the chance that you will get 0 on top?
4. What is the probability that Mark chooses a puppy for a pet
from a pet shop selling puppies, rabbits and cats?
5. Toss a coin,what is the probability that neither the tail or head
shows up?
H.Making Generalizations and How do you record simple prediction?
Abstraction about the Lesson. By doing simple probability experiments, we can determine
the number of times an event may occur. We use a table and
record the outcome of probability experiment.
I. Evaluating Learning Write 0 for impossible to happen, 1/2 for equally likely to happen
and 1 for certain to happen.
1. From tossing a coin what is the probability that a head shows
up.
2. What is the probability that a green ball is drawn from a box of
red and blue balls?
3. What in the probability that n even number of dot shows up if a
die or dice is rolled?
4. Without looking, what is the probability that a red marble is
drawn from a box of red marbles?
5. From a class of 20 boys and 20 girls, what is the probability
that a boy is chosen as the leader?
J. Additional Activities for Record your prediction on simple probability. Write
Application or Remediation 0 = impossible to happen
1
= equally likely to happen
2
1 = certain to happen?
1. You observe that people in your place are rushing. They bring
their important things to a safe place. What is the probability
that your place catches fire?
2. The sky is cloudy. It’s going to rain.
3. Mark and Rizza are candidates for class president. Mark will
be elected as president.
4. The probability of a red marble is drawn from a box containing
blue marbles.
5. The probability that the pointer will point at blue color in a
spinner which contains red, blue, green, and yellow.
6. The probability that a letter E is drawn from a deck of cards of
vowel letters.
7. The probability that a blue marble is drawn form a box of 5
blue marbles.
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Solves routine and non-routine problems involving a simple
Objectives experiment. (M4SP-IVj-12)
( Write the code for each)
II. CONTENT Solving Routine and Non-routine Problems on Simple
( Subject Matter) Probability.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 352-354
2. Learner’s Material pages Learner’s Material pp. 266-268
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards, coin, spinner,
chips, balls
IV. PROCEDURE
A. Reviewing previous Lesson or 1. Drill
presenting new lesson Tell whether the following is sure to happen, likely to happen,
or impossible to happen.
1. One day, the sun will set in the east.
2. Taal Volcano can be found in Batangas.
3. Quezon City will again become the capital of the
Philippines.
4. Your mother prepares the ingredients. She will cook the
food.
5. The baby cries. She is hungry.
B. Establishing a purpose for the Put 3 balls in a box of red, blue, and white colors. Ask the class
lesson of the probability of picking a red ball without looking. Return the
ball if it is not red, do this 10 times.
C. Presenting examples/ instances Present this situation to the class.
of the new lesson.

Ryan and his friends are spinning a spinner.

What is the probability that he spins a 3 on his next turn?
Ask the pupils to read, and let them solve the problem by groups.
D. Discussing new concepts and How did you find the activity?
practicing new skills.#1 How did you perform the simple probability experiment?
How did you record the results of your probability experiment?
How did you express the outcomes of your probability
experiment?
What did you notice in the results of your probability
experiments?
E. Discussing new concepts and Group the children into five teams. Ask them to solve the
practicing new skills #2. problem.
Solution:
Understand
 Know what is asked: The probability of getting a 3 when
Ryan spins the spinner.
 Know the given facts: There are four sections in the spinner.
Plan: There are four sections. One of the sections is labeled with
a 3.
Use the formula, and then substitute.

P (E) =
1
Solve: Using the formula P (3) =
4
1
The probability that Ryan can spin a 3 is .
4
Check and Look Back:
 Since the spinner has 4 sections, any of the sections has the
1
probability of .
4
Since one of the sections is labeled with a 3, the probability that
1
you spin a 3 is .
4
F. Developing Mastery Read each problem and hen solve.
(Lead to Formative Assessment) 1. What is the probability that you get a white chip from a box
with 1 black chip, 1 white chip, and 1 red chip?
2. What is the probability that you get an 8 when you are rolling
a number cube?
3. From a letter cube (A, B, C, D, E and F) what is the
probability that a B is on top when you roll the cube?
4. Mila and 3 other applicants apply for a job. What is the
probability that Mila gets hired?
G. Finding practical application of Read each problem and hen, solve.
concepts and skills in daily 1. Your teacher puts 5 cards numbered 1, 3, 5, 7, and 9 on her
living desk. Without looking. What is the probability that you will
pick a 7 when asked by your teacher to pick one card?
2. The letter the word MATH are placed in a hat. What is the
probability that you select an A when you are choosing a letter
without looking?
3. Five boys join spelling contest. What is the probability that one
of the boys wins?
H.Making Generalizations and Lead the pupils in generalizing the following:
Abstraction about the Lesson. • To solve problems, use the 4-step plan: Understand, Plan, Solve,
and Check and Look Back.
I. Evaluating Learning Read each problem and then answer the questions that follow
1. A bag contains 5 balls colored red, white, blue, yellow, and
green. Without looking, what is the probability that Ligaya
picks a white ball?
a. What is asked?
b. What facts are given
c. How will you solve the problem?
d. What is the complete answer?
2. Clara and her friends take turns in spinning a letter spinner
with letters A, B, C, D, and E. What is the chance that Clara
spins a D in her next turn?
a. What is asked?
b. What facts are given?
c. How will you solve the problem?
d. What is the complete answer?
3. A bag contains 3 red chips, 3 green chips, and 3 yellow chips.
What is the probability of picking a green chip?
a. What is asked?
b. What facts are given?
c. How will you solve the problem?
d. What is the complete answer?
4. Your brother puts a red egg and a white egg in a basket. What
is the chance that when you get an egg from the basket, you’ll
pick a red egg?
a. What is asked?
b. What facts are given?
c. How will you solve the problem?
d. What is the complete answer?
J. Additional Activities for Read each problem and hen, solve.
Application or Remediation 1. What is the probability that you will draw 2 king cards from a
complete desk of 52 cards?
2. What is the probability that the new school principal coming to
you school is a male?
3. What is the probability that you get a black pen from a box of
black pens?
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
DAILY School Bicas- Bicas Elementary School Grade Grade IV
LESSON Teacher Larry D. Quijano Subject Math 4
LOG Day/ Date Quarter 4th Quarter
GRADE IV Time Checked by:

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the concepts of bar
graphs and simple experiments.
B. Performance Standards The leaner is able to create and interpret simple representations of
data (tables and bar graphs) and describe outcomes in simple
experiments.
C. Learning Competencies/ Creates problems involving a simple experiment. (M4SP-IVj-13)
Objectives
( Write the code for each)
II. CONTENT Create problems involving simple probability.
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 355-356
2. Learner’s Material pages Learner’s Material pp. 269-270
3. Textbook pages
4. Additional Materials from
Learning Resource LR portal
5. Other Learning Resources Activity sheets, charts, drill cards, activity cards, manila paper,
pens of different colors, balls
IV. PROCEDURE
A. Reviewing previous Lesson or 1. Drill
presenting new lesson Tell whether the following is sure to happen, likely to happen,
or impossible to happen.
1. One day, the sun will set in the east.
2. Taal Volcano can be found in Batangas.
3. Quezon City will again become the capital of the
Philippines.
4. Your mother prepares the ingredients. She will cook the
food.
5. The baby cries. She is hungry.
2. Review
Solve the problems on probability.
a. What is the chance of drawing a red ball from a box with 4
balls colored red, yellow, blue, and green?
b. What is the probability of picking an 8 from a bag with
numbered cards 1 to 10?
B. Establishing a purpose for the Talk about experiences when there is a typhoon.
lesson (PAGASA) reports that a typhoon is approaching the
Philippine Area of Responsibility (PAR). What do you think will
happen to the places where the typhoon is expected to landfall?
C. Presenting examples/ instances Present to the class this situation. Have the class create a problem
of the new lesson. on simple probability.

Your family goes for a weekend picnic in Tagaytay. You are

very excited because you will meet your friend there. In going
there, your father cannot remember the way because of the road
signs: to the left, it says that it is going to Silang, Cavite, while to
the right, it says it’s going Imus, Cavite.

Can you create a problem on probability given the above

information?
9 balls marked 1 to placed in a box

Nine balls marked 1 to 9 are placed in a box. If you pick one

ball at random, What is the probability that an 8 is taken out?

What is the probability that a ball marked 8 is taken out at

random from a box of 9 balls marked 1 to 9?
D. Discussing new concepts and Ask the class to create problems on simple probability based on
practicing new skills.#1 the situation above and the situation given below.
Situation:
(in a desk drawer there are pen of each color: red, blue, black, and
green.)
Sample answers:
If your father takes the way to your right/to your left, what is the
chance that you are heading to the right direction?
What is the probability that a red pen is drawn from a desk
drawer with 1 red, 1 blue, 1 black, and 1 green pen?
E. Discussing new concepts and Ask: How did you create a problem?
practicing new skills #2. Expected answer:
• We familiarized ourselves with the concept and its application
to real-life situation.
• We thought of the type of problem to be created.
• We studied some problems and their solutions.
F. Developing Mastery Create a problem for the information below.
(Lead to Formative Assessment) 1. Five boys for a running race: Allan, Luke, Wahab, Gabriel,
and Alid.
2. Seven colored shirts: blue, red, back, orange, green, yellow,
and brown; Rica will buy a T-shirt.
G. Finding practical application of Create a problem for the information below.
concepts and skills in daily 1. There are fruits in a basket, 1 apple, 1 banana, and 1 mango,
living You need to eat only one kind of fruit.
2. A spinner with 10 sections labeled A to J
H.Making Generalizations and In creating a problem, we do the following.
Abstraction about the Lesson. • Familiarize ourselves with the concept and its application to
real-life situations.
• Think of the type of problems we want to create.
I. Evaluating Learning Create a problem for the information below.
1. There are 2 male puppies and 2 female puppies. You have to
choose which you are going to buy as a pet.
2. A box contains number 10, 11, 12, 13, 14, and 15. You are
going to pick a number.
J. Additional Activities for Create a problem for the information below.
Application or Remediation 1. A group consists of 2 Filipinos, 2 Africans, 2 Koreans, and
Americans. The teacher calls on students to solve a given
problem.
2. There are three coins in your pocket: a 10-peso coin, a 5-peso
coin, and a 1-peso coin.
3. Juan, Pedro, and Lito are friends. They had a race against
another.
4. A bag has 1 white ball, 2 blue balls, and 3 green balls
V. REMARKS
VI. VI.REFLECTION
A.No. of learners earned 80%in
the evaluation.
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learner who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?

DAILY
LESSON
LOG
School
Bicas- Bicas Elementary School
Grade
Grade IV
Teacher

D. Discussing new concepts and
practicing new skills.#1
Present this situation to the class.
Andrew and his sister Anne made

Application or Remediation
B. Solve these problems.
1. A piece of wire 60cm long was bent to form a cross. What is
the area c

C. Presenting examples/ instances
of the new lesson.
Using the Explore and Discover, on pages 197 and 198,
LM Math Grade4, d

J. Additional Activities for
Application or Remediation
Provide more challenging exercises like the one below. Estimate
the

D. Discussing new concepts and
practicing new skills.#1
How did you find the activity?
How were you able to estimate the are

J. Additional Activities for
Application or Remediation
Find the area of each parallelogram using the formula.
V. REMARKS
VI

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Math 4th Quarter

Uploaded by

Math 4th Quarter

Uploaded by

DAILY School Bicas- Bicas Elementary School Grade Grade IV

LESSON Teacher Larry D. Quijano Subject Math 4

C. Presenting examples/ instances Show the following irregular figures.

G. Finding practical application of Find the area of the following figures.

3. Mr. Reyes constructed a rectangular swimming pool which

B. Solve these problems.

Area_________ Area _________

G. Finding practical application of Complete the table.

3. Dino is putting ceramic tiles on the garden path and the

There are 9 squares There are 12 squares.

In a triangle we have to consider its height and its base.

G. Finding practical application of Find the area of each given figure.

J. Additional Activities for Find the area of each problem.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

D. Discussing new concepts and What is the shape of the pond?

Solution2: By using a parallelogram.

Area of the parallelogram =bxh

G. Finding practical application of Find the area of a triangle.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

D. Discussing new concepts and What is asked for in the problem?

E. Discussing new concepts and Performing the Activities

B. Each side of the square tiles measures 1 meter. What is the

C. Area of a triangle= ½ base x height

J. Additional Activities for Find the area of each polygon.

Rectangle Length Width Area

How were you able to find the area of the triangle?

J. Additional Activities for Find the area of a triangle.

G. Finding practical application of Find the area of a parallelogram.

J. Additional Activities for Find the area of each parallelogram.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

D. Discussing new concepts and What is asked for in the problem?

G. Finding practical application of Find the area of a parallelogram.

J. Additional Activities for Solve the following problems.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

Area of the parallelogram = b x h

B. Solve the following problems. Draw the figure if there is no

J. Additional Activities for Find the area of a triangle.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

The area is sq. m.

B. Solve this problem.

H.Making Generalizations and To estimate the area of a parallelogram, a triangle, or a trapezoid:

J. Additional Activities for Estimate the area of the following figures.

DAILY School Bicas- Bicas Elementary School Grade Grade IV

Shape of the bulletin board: __________ Its dimensions are:

The Tangram is a set of geometric shapes used for recreational

DAILY School Bicas- Bicas Elementary School Grade Grade IV

The living room is in the shape of a trapezoid where one of

Ana has a rectangular herb garden that is 8 m long and 10 m

A wooden area is in the shape of trapezoid whose bases

A triangular parcel of land is 11 meters at its base and a height

Nur plans to put a fence around his vegetable garden that is

DAILY School Bicas- Bicas Elementary School Grade Grade IV

DAILY School Bicas- Bicas Elementary School Grade Grade IV

D. Discussing new concepts and 1. Who has a transparent rectangular container?

Supervise them as they do the activity

Solution 2: By counting the number of rows, columns, and layers

1. How did you find the activity?

G. Finding practical application of Find the volume of each solid figure.

D. Discussing new concepts and What does mother have?

Solutions: By measuring the length, width, and height using a

G. Finding practical application of Find the volume.

A wooden cube has a volume of 1000 cm3. How many 8 cm3

4. Myra owns an aquarium which measures 10 cm x 18 cm x 12

DAILY School Bicas- Bicas Elementary School Grade Grade IV

DAILY School Bicas- Bicas Elementary School Grade Grade IV

Legend: represents 5 flowers

Vertical and horizontal bar graphs have different parts namely;

1. What is the title of horizontal bar graph?

A horizontal bar graph includes: two axes, the horizontal axis

1. What data are found in the vertical axis? In the horizontal

DAILY School Bicas- Bicas Elementary School Grade Grade IV

Legend: represents 5 flowers

1 What is the title of the bar graph?

DAILY School Bicas- Bicas Elementary School Grade Grade IV

In constructing a bar graph, we must follow these steps:

DAILY School Bicas- Bicas Elementary School Grade Grade IV

Area_ Area _