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PIVOT 4A BUDGET OF WORK (BOW) IN MATHEMATICS

A. Features/Elements

The PIVOT 4A Budget of Work for Mathematics (PIVOT 4A BOW-Mathematics)

merges the Most Essential Learning Competencies (MELCs) issued by the
Department of Education and the PIVOT 4A BOW of DepEd CALABARZON. This is
a resource material for teaching Mathematics that contains learning
competencies from Grade
1 to Grade 10 as prescribed by the K to 12 Basic Education Curriculum of the
Department of Education.

The document contains the quarterly learning domains of each grade level
(column 1), the MELCs represented by the number which also refers to week number
it should be undertaken in class (column 2), specific learning competencies pertinent
to each learning domain which are also the enabling competencies for each MELC
(column 3), and the number of days each learning competency should be taught
in class (column 4).

The number of days suggests the number of class time the teacher/facilitator
should devote to the learning competency. On a quarterly basis, the number of days
allotted is 40 class days.

The PIVOT 4A BOW-Mathematics is grouped according to grade levels and

learning domains on a quarterly basis.

B. How to Use this PIVOT 4A BOW-Mathematics?

The PIVOT 4A BOW-Mathematics is a resource for teachers and could be used

as reference for the development of lesson plans and lesson logs.

The PIVOT 4A BOW in Mathematics is composed of four (4) columns. The first
column is intended for the Quarter; the second one is for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; and the last one for
the No. of Days Taught.

Quarte Most Essential Learning Competencies No. of

r Learning Days
Competencies (MELC) (C) Taught
(A) (B) (D)
(E)
(E)
(F) 1

In using the PIVOT 4A BOW in Mathematics, it is important to understand the

figure above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum Guide
which teachers shall use in bridging the lessons especially in reaching
and targeting the Most Essential Learning Competencies (MELC).
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F. Most Essential Learning Competencies (MELC). In each PIVOT 4A BOW, the

MELC is symbolized or marked by numbers. These identified MELCs may be
of the same variant of the K to 12 LCs or enabling competencies. But in
some cases, MELCs were produced by merging/fusing some LCs or
enabling competencies.

In using the materials, the teachers should

 look for the grade level being handled;

 identify the current quarter and week number which is equivalent to the MELC
number for the particular quarter;
 identify the learning competencies to be taught during the day or week; and
 observe the number of days the learning competencies should be taught.

In writing the lesson plan or lesson log, the teacher should specify the
learning competencies and note the number of days as specified and suggested
by the document.

clmd/jac
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GRADE 4 – MATHEMATICS

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
1. Visualizes numbers up to 100 000 with emphasis
1 1
on numbers 10 001 – 100 000.
2. Gives the place value and value of a digit in
1
numbers up to 100 000.
3. Reads and writes numbers up to hundred thousand
2
in symbols and in words.
4. Rounds numbers to the nearest thousand and
ten thousand.
2 • Recall Rounding off whole numbers 2
• Recall “landmark numbers and Rounding of
whole numbers.
5. Orders numbers up to 100 000 in increasing or
2
decreasing order.
6. Multiplies numbers up to 3-digit numbers by up to
2- digit numbers without or with regrouping.
• Recall Basic Addition and Multiplication Facts
3 • multiplies numbers up to 3 to 4-digit numbers by 2 2
to 3-digit
• multiplies numbers up to 3 to 4-digit numbers by 2
to 3-digit numbers with regrouping.
7. Estimates the products of 3- to 4-digit numbers by
2
2- to 3- digit numbers with reasonable results.
8. Multiplies mentally 2-digit by 1-to 2-digit numbers
4 with products up to 200 and explains the strategies 2
used.
9. Solves routine and nonroutine problems involving
multiplication of whole numbers including money
2
using appropriate problem-solving strategies and
tools.
10. Solves multi-step routine and non-routine problems
involving multiplication and addition or subtraction
Numbers and using appropriate problem-solving strategies and
Number Sense tools.
4
• Solves multi-step routine and non-routine
(pictorial/word) problems involving multiplication
and addition or subtraction using appropriate
problem-solving strategies and tools
5 11. Creates problems (with reasonable answers)
involving multiplication or with addition or
subtraction of whole numbers including money.
• Creates problems (with reasonable answers)
involving multiplication or with addition or
subtraction of whole numbers
• Creates problems (with reasonable answers)
involving multiplication or with addition or
subtraction of whole numbers including money.
12. Divides 3- to 4-digit numbers by 1-to 2-digit numbers
without and with remainder.
• Divides 3- to 4-digit numbers without by 1- to 2-digit
6 2
number without remainder
• Divides 3- to 4-digit numbers without by 1- to 2-digit
number remainder
13. Divides mentally 2- to 4-digit numbers by tens
2
or hundreds or by 1 000 without and with
remainder.
14. Estimates the quotient of 3- to 4-digit dividends by
7 1- to 2digit divisors with reasonable results. 4
• Recall/Explain Multiplication facts
15. Solves routine and non-routine problems involving
division of 3- to 4-digit numbers by 1- to 2-digit
8 4
numbers including money using appropriate
problem-solving strategies and tools.
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Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
• Recall four fundamental Operations and
Identify the different Steps i problem solving
• Solves routine problems involving division of 3- to 4-
digit numbers by 1- to 2- digit numbers
including money using appropriate problem-
solving strategies and tools.
• Solves non-routine problems involving division of
3- to 4-digit numbers by 1- to 2-digit numbers
including money using appropriate problem-
solving strategies and tools.
16. Solves multi-step routine and non-routine problems
involving division and any of the other operations
of whole numbers including money using
appropriate problem-solving strategies and tools.
• Discuss different problems strategies and tools
• Solves multi-step routine problems involving
9 division and any of the other operations of whole 4
numbers including money using appropriate
problem-solving
• Solves multi-step non-routine problems involving
division and any of the other operations of whole
numbers including money using appropriate
problem-solving strategies and tools
17. Represents and explains Multiplication, Division,
1
Addition, Subtraction (MDAS) correctly.
10 18. Performs a series of two or more operations. 3
Quarter 2
1. Identifies factors of a given number up to 100.
• Recall multiplication and Division Facts
• identifies factors of a given number from 1 to 50
11 2
• identifies factors of a given number from 51 to 100
• Recall odd and even numbers
• Recall divisibility of a number
2. Identifies the multiples of a given number up to 1
100.
3. Differentiates prime from composite numbers. 1
4. Writes a given number as a product of its prime
12 2
factors.
5. Finds the common factors and the greatest
common factor (GCF) of two numbers using the
1
following methods: listing, prime factorization, and
continuous division.
6. Finds the common multiples and least common
multiple (LCM) of two numbers using the
1
following methods: listing, prime factorization,
and continuous division.
7. Solves real-life problems involving GCF and LCM of
2 given numbers.
Numbers and • Solves real-life problems involving GCF of 2 given
Number Sense numbers.
13 4
• Solves real-life problems involving LCM of 2 given
numbers.
• Solves real-life problems involving GCF and
LCM of 2 given numbers.
8. Changes improper fraction to mixed numbers
and vice versa.
14 3
• Changes improper fraction to mixed number.
• Changes mixed number to improper fraction
9. Changes fractions to lowest forms. 1
10. Visualizes addition and subtraction of similar
15 fractions. 2
• Recall like fraction
11. Visualizes subtraction of a fraction from a whole
1
number.
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Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
12. Visualizes addition and subtraction of dissimilar
1
fractions.
13. Performs addition and subtraction of similar and
dissimilar fractions.
16 • Recall LCM and LCD of a number 4
• Perform addition of dissimilar fractions
• Perform subtraction of dissimilar fractions
14. Solves routine and nonroutine problems involving
addition and/or subtraction of fractions using
appropriate problem-solving strategies and tools.
• Solves routine problems involving addition
17 of fractions using appropriate problem- 4
solving strategies and tools.
• Solves routine problems involving subtraction of
fractions using appropriate problem-solving
strategies and tools
15. Visualizes decimal numbers using models like
blocks, grids, number lines and money to show
the relationship to fractions.
• Defining decimal number
18 • visualizes decimal numbers using models like 2
blocks and grids to show relationship to
fractions.
• visualizes decimal numbers using models like
number lines and money to show relationship to
fractions.
16. Renames decimal numbers to fractions, and
fractions whose denominators are factors of 10 and 2
100 to decimals.
17. Gives the place value and the value of a digit of
a given decimal number through hundredths.
19 • Gives the place value of a digit of a
2
given decimal number through hundredths.
• Gives the value of a digit of a given decimal
number through hundredths.
18. Reads and writes decimal numbers through
2
hundredths.
19. Rounds decimal numbers to the nearest whole
20 2
number and tenth.
20. Compares and arranges decimal numbers.
• Compares and arranges decimal numbers. 2
• Compares and arranges mixed decimal numbers
Quarter 3
1. Describes and illustrates parallel, intersecting,
21 and perpendicular lines. 2
• Recall points, line, plane, ray and line segment
2. Draws perpendicular and parallel lines using a ruler
2
and a set square.
3. Describes and illustrates different angles (right,
acute, and obtuse) using models.
• Describes and illustrates different angles (right,
22 acute and obtuse) using models. 2
• Describes and illustrates different angles (right,
acute, and obtuse) through creative art works
Geometry
4. Describes the attributes/properties of triangles and
2
quadrilaterals using concrete objects or models.
5. Identifies and describes triangles according to
sides and angles.
• identifies and describes triangles according to
sides (includes orientation of the use of
23 2
measuring tools)
• identifies and describes triangles according to
angles (includes orientation of the use of
measuring tools)
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Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
6. Identifies and describes the different kinds of
quadrilaterals: square, rectangle, parallelogram, 2
trapezoid, and rhombus.
7. Relates triangles to quadrilaterals.
24 • Identifying the characteristics of triangles 2
and quadrilaterals
8. Relates one quadrilateral to another
2
quadrilateral (e.g. Square to rhombus).
9. Determine the missing term/s in a sequence of
numbers (e.g. Odd numbers, even numbers,
multiples of a number, factors of a number, etc.)
E.g. 3,6,9, 4,8,12,16, (e.g. Odd numbers, even
numbers, multiples of a number, factors of a
number, etc.)
25 1 23 4 5 6 7 2
• Determines the missing term/s in a sequence
of odd and even num
• Determines the missing term/s in a sequence
of multiples of a number
• Determines the missing term/s in a sequence
of factors of a number and other sequences.
10. Finds the missing number in an equation involving
properties of operations. (e.g. (4+ ) + 8 = 4 + ( 5 + 2
)
11. Finds the elapsed time in minutes and seconds.
• Introducing conversion hours to minutes and
26 2
vice versa
• Conversion of Minutes to Seconds and vice versa
12. Estimates the duration of time in minutes. 1
13. Solves problems involving elapsed time. 1
14. Visualizes the perimeter of any given plane figure
in different situations.
• Visualize/illustrate the perimeter of any plane
27 1
figure
Patterns and • Measuring the perimeter of any plane figure
Algebra using cm and m.
15. Measures the perimeter of any given figure
1
using appropriate tools.
16. Derives the formula for perimeter of any given 1
figure
17. Finds the perimeter of triangles, squares, rectangles,
1
parallelograms, and trapezoids.
18. Solves routine and nonroutine problems in real-life
situations involving perimeter of squares and
rectangles, triangles, parallelograms, and
trapezoids.
• Solves routine and non-routine problems in real
life situations involving perimeter of squares and
rectangles, triangles, parallelograms, and
trapezoids.
• Solves routine and non-routine problems in real-
28 4
life situations involving perimeter of triangles.
• 18.2 Solves routine and non-routine problems in
real-life situations involving perimeter of squares,
and rectangles.
• 18.3 Solves routine and non-routine problems in
real-life situations involving perimeter of
parallelogram.
• 18.3 Solves routine and non-routine problems in
real-life situations involving perimeter of trapezoid.
29 19. Differentiates perimeter from area 4
20. Converts sq. cm to sq. m and vice versa. 4
Quarter 4
1. Finds the area of irregular figures made up of
Measurement 30 2
squares and rectangles using sq. Cm and sq. M.
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Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
2. Finds the area of triangles, parallelograms and
2
trapezoids using sq. Cm and sq. M.
3. Solves routine and non-routine problems involving
squares, rectangles, triangles, parallelograms, and
trapezoids.
• Solves routine and non-routine problems
involving area of squares, and rectangles
31 • Solves routine and non-routine problems 5
involving area of parallelograms
• Solves routine and non-routine problems
involving area of triangles
• Solves routine and non-routine problems involving
area of trapezoid
4. Visualizes the volume of solid figures in different
32 situations using non-standard (e.g. Marbles, etc.) 2
And standard units.
5. Derives the formula for the volume of
1
rectangular prisms.
6. Finds the volume of a rectangular prism using
1
cu. Cm and cu. M.
7. Solves routine and non-routine problems involving
the volume of a rectangular prism.
• Identify the appropriate problem strategy
33 • Solves routine problems involving the volume of a 5
rectangular prism.
• Solves non-routine problems involving the
volume of a rectangular prism.
34 8. Collects data on two variables using any source. 2
9. Organizes data in tabular form and presents
2
them in a single/double horizontal or vertical bar
graph.
10. Interprets data presented in different kinds of
35 bar graphs (vertical/horizontal, single/double bars). 2
• Interpreting vertical and horizontal bar graph
11. Solves routine and non-routine problems using data
2
presented in a single or double-bar graph.
12. Draws inferences based on data presented in a
36 2
double bar graph.
13. Records favorable outcomes in a simple
experiment (e.g. Tossing a coin, spinning a wheel, 2
etc.).
Statistics and 14. Expresses the outcome in a simple experiment in
Probability words, symbols, tables, or graphs.
• Expresses the outcome in a simple experiment
in words and symbols.
37 4
• 19.2 Expresses the outcome in a simple
experiment in tables
• 19.3 Expresses the outcome in a simple
experiment in graph
15. Explains the outcomes in an experiment 1
16. Solves routine and nonroutine problems involving a
simple experiment.
• Solves routine problems involving a simple
38 5
experiment.
• Solves non-routine problems involving a simple
experiment.
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