School Grade Level Four

Teacher Learning Math

Area
Time & Quarter Q3-W5-D3
Date
I. OBJECTIVES
A. Content The learner demonstrates understanding of concepts of
Standard continuous and repeating patterns and number sentence.

B. The learner is able to identify the missing element in a pattern

Performance and number sentence.
Standard
C. Learning Finds the missing number in an equation involving properties of
Competencies operations. (e.g (4+__)+8=4+(5+__)
/ Objectives (M4ALIIIE-13)
(Write the LC 1. Finds the missing number in an equation using commutative
code for each) property and associative property of addition.
2. Writes the missing value in a number sentence involving
operations of whole numbers.
3. Appreciates the value of helpfulness in finding the missing
term.

II. CONTENT Finding the Missing Number in an Equation

III. LEARNING RESOURCES

A. References
1. Teacher’s Mathematics Teacher’s Guide pages 226-229
Guide pages
2. Learner’s Mathematics Learner’s Material pages 171-172
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Flash cards, pentel pen, manila paper, PPT
Learning
Resources
IV. Advance Learners Average Learners
PROCEDURE
A. Reviewing Review
previous (The teacher shows a flashcard.)
lesson or Supply the needed number to make the number sentence correct.
presenting the a. 5+__=55
new lesson b. __-12=20

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 c. 15x3=__
d. 3+__+5=15
e. 3+1+9=__

B. Motivation:
Establishing a Do you know a friend or a classmate having difficulty in doing
purpose for his or her homework? What will you do if he/she ask help from
the lesson you?
C. Presenting Motive Question: What is the task of Rafael?
examples/ Present this:
instances of
the new Rafael is tasked to find the missing numbers in the given
lesson equations. He had already tried to find the missing numbers for
almost an hour but still he cannot find it.

A. 13+11=11+__
B. 4+(6+1)=__+(4+6)

Ask the following questions:

1. What is the task to Rafael?
2. Who is assigned to do the work?
3. What can we do to help him?
4. Can you give advice to Rafael so that he can find the numbers
needed to complete the equation.

D. Discussing Modelling:
new concepts Let’s help Rafael solve his problem.
and practicing The teacher will explain how to solve the equations.
new skills #1 In equation A the problem is 13+11=11+__
Answer: 13+11=11+13
The property of equation used in this problem is commutative
property of addition.
 Commutative property of addition involves the
changing the order of the addends does not change the
sum.

In equation B, the problem is 4+(6+1)=(__+4)+6
Answer: 4+6+1=1+4+6
The property of equation used in this problem is associative
property of addition.

 Associative property of addition involves changing the

grouping of the factors does not change the product.

Were you able to get the correct numbers?

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E. Discussing Advance Learners Average Learners
new concepts Group Activity (Guided Practice)
and practicing Provide each group with activity card. Divide the class into
new skills # 2 three groups.
Note: Always set standards prior to group activity.
The teacher presents the rubric to rate the group output.
Refer to the attached rubrics.

Advance Learners Average Learners

Let the pupils select the group’s leader, recorder, and reporter
for the reporting of output.

Group 1 Group 1
Fill the missing term/s in the Fill in the missing term/s to
following equations and indicate complete the following
what property of operation is equations below. Use the
used. hints provided.
1. 9+_=9+:________________ 1. 2+3=__+__
2. 8+2+_=5+2+8 : __________ (commutative)
3. (3+2)+20=2+(3+20) :_______ 2. 4+1+3=__+__+__
4. _+15=6+15: ______________ (associative)
5. (5+5)+3=(3+5)+__: ________ 3. (1+2)+5=__+(__+__)
(associative)
4. 5+5=__+__
(commutative)
5. (3+3)+2=(__+__)+__
(associative)

Group 2 Group 2
Create 5 equations involving Create 5 equations involving
associative property of addition. commutative property of
Ex: (3+11)+6=3+(6+_) addition.
Ex: 5+4=_+5

After the group activity, the teacher summarizes the score

gained by each group.
F. Developing (Independent Practice)
mastery The pupils will answer on their own. Let them exchange their
(leads to notebooks for checking.
formative Give the property used in each equation. Then, write the missing
assessment 3) numbers.
1. (6+12)+(5+7)=(5+_)+(7+12):_________________
2. 10+_=5+10:_______________________________
3. (8+8)+__=(8+4)+8:________________________
4. (4+5)+(_+4)=(_+4)+(4+3):___________________
5. 16+_=21+16:_____________________________

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 G. Finding Determine if the equations below is commutative or associative
practical property. Two thumbs up if it is commutative or two thumbs
applications down if it is associative property of addition.
of concepts 1. 1+7+3=3+7+1
and skills in 2. 11+2=2+11
daily living. 3. 5+(6+7)=7+(5+6)
4. 13+4=4+13
5. 7+2+3=3+2+7

H. Making  What properties of addition help you find the missing term/s?
generalization  What is associative property of addition? Give example.
s and  What is commutative property of addition? Give example.
abstractions
about the
lesson
I. Evaluating Advance Learners Average Learners
learning
Supply the missing term/s in the Supply the missing term/s
equation below. in the equation below.
1. 20+_=10+20 1. 6+_=5+6
2. (6+12)+5=_+(6+5) 2. 7+_+8=3+8+7
3. 7+(6+5)=(_+5)+6 3. (3+6)+5=6+(5+_)
4. 19+11=__+19 4. 8+2=_+8
5. (13+6)+7=13+(7+_) 5. (4+5)+_=5+(4+3)

J. Additional Remediation:
activities for Fill in the missing term/s in the equations below. Use the hints
application or provided.
remediation 1. 9+4=_+9 (commutative)
2. (2+3)+4=3+(4+_) (associative)
3. 5+(3+5)=(5+_)+3 (associative)
4. 11+_=10+11 (commutative)
5. 4+5+6=_+5+4 (commutative)
Enrichment:
Fill in the missing numbers to make equations from the
following:
1. 6+2=_+6
2. 4+(3+2)=_+(4+2)
3. 6+(10+5)=5+(10+_)
4. 12+__=5+12
5. (9+3)+4=(3+4)+__

V. REMARKS
VI.
REFLECTION
VII. OTHERS
A. No. of

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learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remediation
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of
my teaching
strategies
worked well?
Why did it
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other
teachers?

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References:

Tabilang, Alma R., et al. (2015) Mathematics 4 Learner’s Materials. Philippines: Lexicon
Press, Inc
Tabilang, Alma R., et al. (2015) Mathematics 4 Teacher’s Guide. Philippines: Lexicon Press,
Inc.
Rubrics for the group activity.
Criteria Points
5 3 1
Responses All answers Commits 1-2 Commits 3-5
are correct mistakes mistakes

Attitude Shows Shows Do not show any

enthusiasm, enthusiasm during positive behavior
enjoyment the activity
and other
positive
behavior
during the
activity

Sharing of Each member 1 or 2 members 3 or more members

Ideas share ideas to did not help did not help
complete the
task
Mechanics Followed all 1 or 2 steps were 3 or more steps were
the steps of not followed not followed
the activity

KEY TO CORRECTION

Review Independent Practice Practical Application

a. 50 1. 7 (associative) 1. Thumbs up
b. 32 2. 5 (commutative) 2. Thumbs down
c. 45 3. 4 (associative) 3. Thumbs up
d. 7 4. 3 & 5 (commutative) 4. Thumbs up
e. 13 5. 21 (commutative) 5. Thumbs down

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Evaluation Remediation Enrichment
Advance Learners 1. 4 1. 2
1. 10 2. 2 2. 3
2. 12 3. 5 3. 6
3. 7 4. 10 4. 5
4. 11 5. 6 5. 9
5. 6
Average Learners
1. 6
2. 3
3. 3
4. 2
5. 3

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