SCHOOL SFES GRADE LEVEL IV

DAILY LESSON LOG TEACHER Z. D. VALDEZ LEARNING AREA Math

IN MATHEMATICS TEACHING DATES
QUARTER 2
AND TIME

I. OBJECTIVES Week 9 – Day 1

A. Content Standards Demonstrates understanding of improper fractions and mixed numbers

B. Performance Standards Recognize and represent improper fractions and mixed numbers in various form
and contexts

C. Learning Visualizes decimal numbers using models like blocks, grids, number lines and
Competencies/Objectives money to show the relationship to fractions
Write the LC Code for each

M4NS – IIi – 99

II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References

1.Teacher’s Guides/Pages 176 – 178

2.Learner’s Materials Pages 134 – 137

3.Textbook Pages

4.Additional Materials from

Learning Resources (LR)
portal

B. Other Learning Resources Charts, worksheets, flashcards

IV.PROCEDURES
A. Reviewing previous lesson or Drill: Identify the number of equal parts the whole is divided.
presenting the new lesson
1. 2. 3. 4. 5.

Review: What part of the whole is the shaded part.

B. Establishing a purpose for the Ask the pupils if they have gone to a bakeshop or bakery. What things they bought and the
lesson amount they paid.

C. Presenting examples/instances Problem Opener:

of the new lesson
● Tabern went to a bakeshop. He bought a cassava pie for his snack. He sliced the pie
into four equal parts and gave 3 parts to his friends. What decimal part of the pie was
given to his friends?
1. Who goes to the bakeshop? What did he buy?
2. What did he do to the other parts of the pie?
3. What trait did Tabern show?
4. How will you answer the question in the problem?

D .Discussing new concepts and Look at the blocks or cubes model to visualize 0.7.
practicing new skills #1
Observe that there are 10 cubes representing the whole.

Whole

Cross out 7 cubes from the whole unit.

7
There are 7 cubes crossed out of 10. This can be written as in fraction form or 0.7 in
10
decimal form.

E Discussing new concepts and In solving the problem. Ask the pupils to write in decimal form the part of the pie given to
practicing new skills #2 Tabern’s friends. Emphasize that the whole pie represents a whole.

● Use of Blocks/Cubes
- Group or color the blocks to visualize 0.75, the part the pie given to Tabern’s
friends

● Use of Grid
- Color the grid to visualize 0.75, the part the pie given to Tabern’s friends

● Use of Number Lines

- Color the posts to visualize 0.75, the part the pie given to Tabern’s friends
 ● Use of Money
- A cassava cake was sliced into 4 equal parts. Each slice costs ₱ 25. Suppose the
cost of the whole cassava cake is ₱ 100, how will you visualize 0.75?

Cost of Amount per slice or part of the pie

Cassava cake
₱ 25.00 ₱ 25.00 ₱ 25.00 ₱ 25.00

₱ 100.00

F. Developing mastery Color the posts to show the following decimal numbers.

(Leads to formative assessment)

1. 0.2

2. 0.4

3. 0.6

G. Finding practical/applications Read and write the answers in your paper.

of concepts and skills in daily
living 1. Shanot bought 0.75 kilograms of sugar. Draw a grid or blocks to show the given
decimal number.
2. Cyrus paid ₱ 30 for a hand towel. Draw the paper bills and coins to show the
given amount.
3. Lynus hikes a distance of 0.75 kilometer in going to school every day. Draw a
number line to show the distance.

H. Making generalizations and To visualize a decimal number, we use grid, blocks, number line, or money.
abstractions about the lesson

I. Evaluating Learning Use models to visualize the following decimal numbers.

1. 0.20 3. 0.50 5. 0.90

2. 0.25 4. 0.75

J. Additional activities for Visualize the following decimal numbers using a grid.
application or remediation
 1. 0.10 3. 0.30 5. 50
2. 0.20 4. 0.40

V.REMARKS:

VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment

B. No. of learners who require

additional activities to remediation

C. Did the remedial 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 these
work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

material did I use/discover which I
wish to share with other teachers?
 SCHOOL GRADE LEVEL IV
DAILY LESSON LOG TEACHER LEARNING AREA Math
IN MATHEMATICS TEACHING DATES
QUARTER 2
AND TIME

I. OBJECTIVES Week 9 – Day 2

A. Content Standards Demonstrates understanding of improper fractions and mixed numbers

B. Performance Standards Recognize and represent improper fractions and mixed numbers in various form
and contexts

C. Learning Renames decimal numbers to fractions and fractions whose denominators are
Competencies/Objectives factors of 10 and 100 to decimals.
Write the LC Code for each

M4NS – IIi – 100

II. CONTENT Numbers and Number Sense

III. LEARNING
RESOURCES

A. References

1.Teacher’s Guides/Pages 179 – 182

2.Learner’s Materials Pages 138 – 140

3.Textbook Pages

4.Additional Materials from

Learning Resources (LR)
portal

B. Other Learning Resources Charts, worksheets, flashcards

IV.PROCEDURES
A. Reviewing previous lesson or Drill: Use flashcards having regions partitioned into equal parts.
presenting the new lesson

10 equal parts

4 equal parts

Review: Name the fractional parts given.

B. Establishing a purpose for the Ask the pupils about the following:
lesson
1. Favorite color of a cake 3. Favorite flavor of a cake
2. Favorite design of a cake 4. The parts of the cake they consumed

Let them explain why these are their favorites?

C. Presenting Problem Opener:

examples/instances of the new
lesson ● Mrs. Paglinawan went to a nearby bakery. She bought a birthday cake with chocolate
flavor for her 9-year old daughter. When she reached home, she divided the cake into
10 equal parts. If the children shared 0.8 part from the cake, what fractional part of the
cake was shared by the children?
1. What did Mrs. Paglinawan do with the cake upon reaching home?
2. What trait did Mrs. Paglinawan show?
3. Emphasize the situation that shows sharing of blessings to other people and being
accurate in doing anything
4. How will you answer the question in the problem?
D .Discussing new concepts and Rename the following decimal numbers to fraction. The first one is done for you.
practicing new skills #1
0.3

0.1

E Discussing new concepts and In solving the problem, ask the pupils to write in fraction form the parts of the cake the
practicing new skills #2 children shared.

● Solution 1: Using regions

8
0.8 Eight tenths
10

● Solution 2: Using number line

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0

8
0.8=
10

● Solution 3: By writing in words then to symbols

- 0.8 is read and written as eight tenths
8
- is read and written as eight tenths
10
8
- 0.8=
10

F. Developing mastery Rename the following decimal numbers to fraction.

(Leads to formative assessment) 1. 0.3 3. 0.04 5. 0.09

2. 0.7 4. 0.08

G. Finding Read and write the answers in your paper.

practical/applications of
 concepts and skills in daily 1. Kulas bought 0.75 kilogram of beef. Write 0.75 kilogram in fraction.
living 2. Vicky used 0.9 meter of a piece of cloth for her project. Write 0.9 in fraction.
3. Dino paid ₱ 20.25 for a handkerchief. Write 20.25 in fraction.

H. Making generalizations and To rename decimal numbers to fraction, write the decimal as a fraction with 10 or 100 as
abstractions about the lesson the denominator, then reduce to lowest term.

I. Evaluating Learning Express the following decimal numbers in fractions.

1. 0.2 3. 0.64 5. 0.56

2. 0.05 4. 0.07

J. Additional activities for Rename the following decimal numbers in fractions.

application or remediation
3. 0.45 3. 0.65 5. 0.90
4. 0.54 4. 0.75

V.REMARKS:

VI.REFLECTION

A. No. of learners who earned 80%

of the formative assessment

B. No. of learners who require

additional activities to remediation

C. Did the remedial 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 these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

material did I use/discover which I
wish to share with other teachers?

SCHOOL GRADE LEVEL IV

DAILY LESSON LOG TEACHER LEARNING AREA Math
IN MATHEMATICS TEACHING DATES
QUARTER 2
AND TIME

I. OBJECTIVES Week 9 – Day 3

A. Content Standards Demonstrates understanding of improper fractions and mixed numbers

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
Recognize and represent improper fractions and mixed numbers in various form
and contexts
Gives the place value of a digit of a given decimal number through hundredths
M4NS – IIi – 101.1
Numbers and Number Sense
186 – 189
143 – 145
Flashcards, worksheets, charts
Drill/Review: “Mix and Match”
- Have a game on renaming fractions to decimals and vice versa. Use different
cards bearing phrases, fractions and decimals.
Two out of ten 0.2
Two tenths 0.02
Two hundredths
Ask the pupils about the concept or meaning of 6. What does 6 mean to them? How about
0.06? how do you read it?
Present the chart to the class.
 W Decimal Point
ho
le
N
u
m
be
rs

Decimal
Numbers

Pl
ac Hu
O Te
e nd
ne nt
Va red
s hs ths
lu
e

1 1
Value 1 . 10 100

Digits 0 . 7 5

1. What is the first place value to the right of the decimal point?
2. What is the next place value to the right of the tenths place?
3. What is the digit in the ones place?

D .Discussing new concepts and Let the pupils focus on the place value chart presented. Let them memorize the correct
practicing new skills #1 arrangement of the place value of decimal numbers.

E Discussing new concepts and In the numeral 0.58

practicing new skills #2
- What digit has the place value of tenths? ________
- What number is in the hundredths place? ________

F. Developing mastery Study the numeral 0.65 and answer the following:

(Leads to formative assessment) 1. What is the position of 0?

2. What digit is immediately after the decimal point? What is its place value?
3. What digit is in the hundredths place?

G. Finding practical/applications Answer these problems.

of concepts and skills in daily
living 1. Rodel harvested some vegetables from the garden. The squash weighed 0.96
kilogram. What is the place value of 9 in 0.95 kilogram of squash?
2. Tomas paid ₱ 99.75 for a bath towel. Write the digit in the tenths place.
3. What is the place value of 5 in 0.65?

H. Making generalizations and In a decimal, the place value of the first digit after the decimal point is tenths. The next
abstractions about the lesson digit is hundredths.

I. Evaluating Learning Give the place value of the underlined digit.

1. 0.56 3. 0.75 5. 0.13

2. 0.65 4. 0.85

J. Additional activities for Give the place value of the digit 8.

application or remediation
1. 0.81 3. 0.281 5. 0.08
 2. 0.834 4. 0.38

V.REMARKS:

VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment

B. No. of learners who require

additional activities to remediation

C. Did the remedial 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 these
work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

material did I use/discover which I
wish to share with other teachers?

SCHOOL SFES GRADE LEVEL IV

DAILY LESSON LOG TEACHER Z.D. VALDEZ LEARNING AREA Math
IN MATHEMATICS TEACHING DATES JAN. 19,2023
QUARTER 2
AND TIME

I. OBJECTIVES Week 9 – Day 4

A. Content Standards Demonstrates understanding of improper fractions and mixed numbers

B. Performance Standards Recognize and represent improper fractions and mixed numbers in various form
and contexts

C. Learning Gives the value of a digit of a given decimal number through hundredths
Competencies/Objectives
Write the LC Code for each
M4NS – IIi – 101.1

II. CONTENT Numbers and Number Sense

III. LEARNING RESOURCES

A. References

1.Teacher’s Guides/Pages 186 – 189

2.Learner’s Materials Pages 143 – 145

3.Textbook Pages

4.Additional Materials from

Learning Resources (LR)
portal

B. Other Learning Resources Charts, flashcards, worksheets

IV.PROCEDURES
A. Reviewing previous lesson or Drill/Review:
presenting the new lesson
- Give the place value of the underlined digits. Use flash cards or slides.

0.32 0.723 0.21

0.025

0.0248 0.0023

B. Establishing a purpose for the

● Ask the pupils about the concept or meaning of 5. What does 6 mean to them? How
lesson
about 0.05? How do you read it?
● Let the pupils read the decimal numbers and emphasize the correct way of reading
decimal numbers.

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

of the new lesson

Whole De Decimal
Numbers ci Numbers
 Pl
ac m Hu
O Te
e al nd
ne nt
Va Po red
s hs ths
lu int
e

1 1
Value 1 . 10 100

Digits 0 . 7 5

1. What is the first place value to the right of the decimal point? What is its value?
2. What is the next place value to the right of the tenths place? What is its value?
3. What is the digit in the ones place? What is its value?

D .Discussing new concepts and
practicing new skills #1
Let the pupils focus on the place value chart presented. Let them understand that 7 is under
7
the tenths column, the place with the value of 0.1, meaning 7 has a value of or 0.7. the
10
next digit is 5 which is under the hundredths column, the place with the value of 0.01,
meaning 5 has a value of 0.05 and so on.

E Discussing new concepts and In the numeral 0.78

practicing new skills #2
- What is the value of 7? __________
- What is the value of 8? __________

F. Developing mastery Study the numeral 0.65 and answer the following:

(Leads to formative assessment) 1. What is the position of 0?

2. What digit is immediately after the decimal point? What is its value?
3. What digit is in the hundredths place? What is its value?

G. Finding practical/applications Answer these problems.

of concepts and skills in daily
living 1. Rodel harvested some vegetables from the garden. The squash weighed 0.96
kilogram. What is the value of 5 in 0.95 kilogram of squash?
2. Tomas paid ₱ 99.75 for a bath towel. What is the value of the digit in the
hundredths place.
3. What is the value of 6 in 0.65?

H. Making generalizations and In a decimal, the value of the first digit after the decimal point is 0.1. The next digit is
abstractions about the lesson 0.01, followed by 0.001, 0.0001 and so on.

I. Evaluating Learning Give the value of the underlined digit.

1. 0.53 3. 0.73 5. 0.13

2. 0.61 4. 0.89

J. Additional activities for Give the value of the digit 5.

application or remediation
1. 0.85 3. 0.25 5. 0.05
2. 0.53 4. 0.59

V.REMARKS:

VI.REFLECTION

A. No. of learners who earned

80% of the formative assessment

B. No. of learners who require

additional activities to remediation

C. Did the remedial 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 these
work?

F. What difficulties did I

encounter which my principal or
supervisor can help me solve?

G. What innovation or localized

material did I use/discover which I
wish to share with other teachers?

Prepared by: Observed by:

ZENAIDA D. VALDEZ JACQUELINE A.
ESTIMADA
Teacher Principal I