School: Grade Level: IV

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates & Time: January 15 – 19, 2024 (WEEK 10) Quarter: SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards 1. Demonstrates understanding 1. Demonstrates understanding 1. Demonstrates understanding 1. Demonstrates understanding 1. Demonstrates understanding
of factors and multiples and of factors and multiples and of factors and multiples and of factors and multiples and of factors and multiples and
addition and subtraction of addition and subtraction of addition and subtraction of addition and subtraction of addition and subtraction of
fractions. fractions. fractions. fractions. fractions.
2. Demonstrates understanding 2. Demonstrates understanding 2. Demonstrates understanding 2. Demonstrates understanding 2. Demonstrates understanding
of improper fractions, mixed of improper fractions, mixed of improper fractions, mixed of improper fractions, mixed of improper fractions, mixed
numbers and decimals. numbers and decimals. numbers and decimals. numbers and decimals. numbers and decimals.
B. Performance Standards 1. is able to apply knowledge of 1. is able to apply knowledge of 1. is able to apply knowledge of 1. is able to apply knowledge of 1. is able to apply knowledge of
factors and multiples, and factors and multiples, and factors and multiples, and factors and multiples, and factors and multiples, and
addition and subtraction of addition and subtraction of addition and subtraction of addition and subtraction of addition and subtraction of
fractions in mathematical fractions in mathematical fractions in mathematical fractions in mathematical fractions in mathematical
problems and real-life problems and real-life situations. problems and real-life problems and real-life problems and real-life situations.
situations. 2. is able to recognize and situations. situations. 2. is able to recognize and
2. is able to recognize and represent improper fractions, 2. is able to recognize and 2. is able to recognize and represent improper fractions,
represent improper fractions, mixed numbers and decimals. represent improper fractions, represent improper fractions, mixed numbers and decimals.
mixed numbers and decimals. mixed numbers and decimals. mixed numbers and decimals.
C. Learning Competencies/ Rounds decimal numbers to the Rounds decimal numbers to the Rounds decimal numbers to the Rounds decimal numbers to the Rounds decimal numbers to the
Objectives nearest whole number and nearest whole number and nearest whole number and nearest whole number and nearest whole number and
(Write the Code for tenth. tenth. tenth. tenth. tenth.
each) M4NS-IIj-103.1 M4NS-IIj-103.1 M4NS-IIj-103.1 M4NS-IIj-103.1 M4NS-IIj-103.1
Compares and arranges decimal Compares and arranges decimal Compares and arranges decimal Compares and arranges decimal Compares and arranges decimal
numbers. numbers. numbers. numbers. numbers.
M4NS-IIj-104.1 M4NS-IIj-104.1 M4NS-IIj-104.1 M4NS-IIj-104.1 M4NS-IIj-104.1
II. CONTENT Comparing, Arranging and Comparing, Arranging and Comparing, Arranging and Comparing, Arranging and Comparing, Arranging and
( Subject Matter) Rounding Decimal Numbers to Rounding Decimal Numbers to Rounding Decimal Numbers to Rounding Decimal Numbers to Rounding Decimal Numbers to
the Nearest Whole Number and the Nearest Whole Number and the Nearest Whole Number and the Nearest Whole Number and the Nearest Whole Number and
Tenths Tenths Tenths Tenths Tenths
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials SLM/Pivot Modules SLM/Pivot Modules SLM/Pivot Modules SLM/Pivot Modules
from Learning Resource
LR portal
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 B. Other Learning PowerPoint Presentation,
Resources Flashcards
IV. PROCEDURE
A. Reviewing previous Lesson Have a review on rounding
or presenting new lesson whole numbers.
B. Establishing a purpose for Have the pupils walk 5 steps
the lesson forward and backward for 2 to 3
times.
Ask the pupils about the form of
exercises that are good for the
body.
C. Presenting examples/ Present the situation to the
instances of the new class.
lesson. Sheryl and Cyrene were
competing with each other to
walk a distance in one minute.
Sheryl recorded a distance of
16.67 meters while Cyrene had
a distance of 14.45 meters. Who
walked a longer distance in one
minute?
Who were competing to walk in
one minute?
How long did Sheryl walk? How
about Cyrene?
What is asked in the problem?
How will you find the answer to
the problem?
D. Discussing new concepts Discuss the solution for the
and practicing new skills. problem above.
#1 Solution 1. By using number
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PowerPoint Presentation,
Activity sheets, Flashcards
Have a game in identifying the
place value of the underlined
digit. Show flash cards with
decimal numbers.
Talk about the typhoons the
pupils have experience.
Ask pupils to relate their
experiences.
Present the situation to the
class.
Mang Lester is a delivery truck
driver. He was tasked to
distribute sacks of rice and other
goods to different barangays in
Albay which was affected by
Typhoon Rolly. The truck
travelled 64.36 km per hour.
About how many kilometers did
it travel per hour?
How far did Mang Lester’s truck
travel per hour?
What is asked in the problem?
How will you find the answer to
the problem?
Let the pupils work in pair to
solve the word problem by using
number line or by following the
PowerPoint Presentation,
Flashcards
Have a game in comparing
whole numbers by using these
symbols <, >, and =. Use
flashcards in this activity.
Ask the pupils about CoVid 19.
What are the symptoms of this
virus? How do we treat fever?
Present the word problem to
the class.
Cora, Lani and Michelle are
Locally Stranded Individuals
(LSI). As soon as they arrived in
the quarantine facility, nurses
checked their body
temperature. The table below
shows the body temperature
they had.
Who has the lowest body
temperature? Who has the
highest?
What is asked in the problem?
How will you find the answer to
the problem?
Study the place value chart
below.
PowerPoint Presentation,
Activity sheets, Flashcards
Have a review on arranging Summative Test/Weekly
whole numbers from least to Progress Check
greatest or from greatest to
least.
Divide the class into five groups.
Provide a card with a number to
each member.
Have you experienced racing
with your friend?
Ask the pupils to relate their
experiences.
Show this image to the class.
In a track and field oval, the
records of the three players who
practiced are posted on the
bulletin board.
100-meter Dash
Who among the three players is
the fastest/ why?
Who finished the 100-meter
dash with the longest time?
By their previous group, have
the pupils answer the word
problem.
 line. rules in rounding whole Comparison
numbers. 14.56 > 14.42 14.42 > 14.3
Romeo Raffy Raffy Rolly
16.67 is nearer to 17 than 16.
Sheryl walked a distance of Therefore, Rolly is the fastest
about 17 meters. player. Rolly has the shortest
time among the three.

If we arrange them from the

14.45 is closer to 14 than 15. fastest to the slowest, it will
14.45 rounded to the nearest Therefore, Cora has the lowest look like this.
whole number is 14. body temperature, which is Rolly 14.33 First
Cyrene walked a distance of 36.25 Raffy 14.42 Second
about 14 meters. Therefore, Cora has the lowest Romeo 14.56 Third
So, Sheryl walked a longer body temperature, which is
distance than Cyrene. 36.25 If we arrange them from the
lowest to the fastest, it will just
Solution 2. By following the be the reverse.
rules in rounding whole Romeo 14.56 seconds
numbers. Raffy 14.42 seconds
Round 16.67 to the nearest Rolly 14.33 seconds
whole number.
Therefore, 37.22 is greater than
37.20. Written as: 37.22 ˃ 37.20.
We can also say 37.20 is less
than 37.22. Written as: 37.20 ˂
37.22. Therefore, Lani has the
highest body temperature,
which is 37.22.
E. Discussing new concepts Have the pupils play by pair. The Study another examples: In their groups, give the pupils
and practicing new skills pair who gets the most number Round each decimal number to an activity sheet.
#2. of correct answers wins. the nearest whole number. Direction: Arrange the decimal
1. Flash cards one at a time. Let 1. 4.31 4 (just copy 4 since 3 is numbers from least to greatest
the pupils round the decimal to less than 5) and vice versa.
nearest whole number. 2. 1.65 2 (add 1 to 1 since 6 is
2. flash cards one at a time. Let more than 5)
the pupils round the decimal to 3. 7.76 8 (add 1 to 7 since 7 is
nearest tenths. more than 5) Round each
decimal number to the nearest
tenths.
4. 0.43 0.4 (just copy 4 since 3 is
less than
5) 5. 0.87 0.9 (add 1 to 8 since 7
is more than 5) 6. 5.29 5.3 (add1
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F. Developing Mastery
(Lead to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making Generalizations
and Abstraction about the
Lesson.
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Do Get Moving on LM p. 150
James jogged 2.73 kilometers
while his friend Rey jogged 2.60
kilometers. About how many
kilometers had they jogged in
all?
Who were jogging?
About how long did James jog?
How about Rey?
What is asked in the problem?
How will you solve the problem?
How do you round decimal
numbers to the nearest whole
numbers and tenths?
to 2 since 9 is more than 5
Group Activity Do Get Moving on LM p. 153 Answer the following.
Group the class into 5 working 1. What if 8.06 is compared to
teams. Give each group an 8.6? Which is larger?
activity sheet. 2. Which is larger, 0.98 or
Learning Task 1: Round off the
0.89?
following decimal numbers to
3. Which is bigger, 7.8 or 8.7?
the nearest tenths.
1) 0.15 6) 2.72 11) 0.09 4. If you compare 0.68 to 0.7,
2) 0.18 7) 0.24 12) 1.07 _____ is the larger decimal
3) 1.82 8) 0.62 13) 23.06 number.
4) 3.89 9) 6.25 14) 15.56 5. Is 0.5 equal to .05?
5) 6.35 10) 0.08 15) 18.74
Learning Task 2: Round off the
following decimal numbers to
the nearest whole number.
1) 8.15 6) 1.72 11) 7.19
2) 0.98 7) 0.74 12) 9.67
3) 2.42 8) 4.62 13) 43.76
4) 1.9 9) 5.25 14) 95.56
5) 5.35 10) 0.58 15) 56.71
Five friends have almost the Answer the following questions. Do Apply Your Skills on LM p.
same weight. Find the weight of 1. Which is larger, 2.43 or 2.34? 154.
the person being described. 2. Is 10.09 is equal to 10.090?
3. What if 0.31 is compared to
3.31, which is larger?
1. What is Paul’s weight when 4. If you compare 16.59 to
rounded to the nearest tenths? 16.059, _____ is the smaller
2. What is Elisa’s weight when decimal number.
rounded to the nearest whole 5. Which among 0.46, 0.8, 0.98
number? is the smallest?
3. What is Tess’ weight when
rounded to the nearest whole
number?
4. What is Wendy’s weight when
rounded to the nearest tenths?
5. What is Noah’s weight when
rounded to the nearest whole
number?
How do you round decimal How do we compare decimal How do you order or arrange
numbers to the nearest whole numbers? decimal numbers?
numbers and tenths?
 I. Evaluating Learning A. Round the numbers in its Round the following decimal A. Compare the given sets of A. Compare the decimals using
numbers to the indicated place decimals. Write ˃, ˂ or = the symbols < , >, or =.
indicated place value.
value. between the decimals. 1) 0.56 ________ 0.65
1. 64.86 (whole number) 1. 15.28 rounded to the nearest 1) 8.2 _____ 2.8 2) 0.05 ________ 0.50
tenths is ___________. 2) 4.63 _____ 6.34 3) 0.79 ________ 0.97
2. 8.24 (whole number)
2. 69.47 rounded to the nearest 3) 13.400 _____ 13.4
4) 0.08 ________ 0.80
3. 9.67 (nearest tenths) whole number is ___________. 4) 38.08 _____ 38.88
5) 0.5 ________ 0.50
3. 34.67 rounded to the nearest 5) 61.371 _____ 61.173
4. 55.88 (nearest tenths) 6) 0.60 ________ 0.6
tenths is _____________.
5. 62.25 (nearest tenths) 4. 17.42 rounded to the nearest B. Choose the letter of the
tenths is ____________. correct answer. B. Arrange the decimal numbers
B. Complete the table by writing
5. 21.32 rounded to the nearest 6. What symbol will you use to from least to greatest.
the decimal numbers rounded whole number is ___________. make the number sentence 7) 0.46, 0.09, 0.56, 0.65
to the given place value. correct? 0.269 _____ 0.629 8) 0.18, 0.08, 0.81, 0.80
a. ˂ b. ˃ c. = d. ≤
7. Which is greater than 12.920? C. Arrange the decimal numbers
a. 12.09 c. 12.91 from greatest to least.
b. 12.900 d. 12.93 9) 0.78, 0.79, 0.97, 0.87
8. Which is equal to 0.24? 10) 3.98, 4.01, 3.77, 3.69
a. 2.240 c. 0.240
b. 1.240 d. 0.204
9. Which is lesser than 15.04?
a. 15.09 c. 15.06
b. 15.07 d. 15.01
10. Comparing 18.48 and 18.84,
the larger number is _____.
a. 18.4 c. 18.84
b. 18.48 d. 18.8
J. Additional Activities for A. Round the following decimal Complete the table below. Fill in the blank with <, > or = to A. If the order of the decimal
Application or numbers to the nearest whole compare the decimal numbers. numbers is ascending, write
Remediation number. 1. 0.9 __ 0.7 6. 12.45__ 12.54 True. If False, arrange the
1.6.93 2. 1.6 __3.8 7. 45.8 __45.800 decimal numbers in ascending
2.21.65 3. 4.2 __4.20 8. 52.64__ 52.46 order.
3.42.71 4. 7.6 __ 7.26 9. 87.10__ 87.11 1. 2.01 2.06 2.08 2.09
4.34.83 5. 0.48__ 0.5 10. 326.7_ 326.70 2. 7.25 3.25 4.25 5.25
5.56.94 3. 2.36 4.36 3.21 7.25
B. In each item, encircle the
B. Round the following to the
least decimal number and cross
nearest tenth
out the greatest
6. 0.75
4. 7.25 0.8 9.26 7.04
7. 2.36
5. 4.25 6.42 8.47 5.00
8. 45.28
9. 64.57 6. 0.46 0.86 0.01 0.78

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 10.21.48 C. Compare the decimals using
the symbols <, >, or =
7. 0.82 ______0.08
8. 0.95 ______0.59
D. Arrange the following
decimals from least to greatest.
9. 0.5, 0.8, 0.4, 0.6
10. 0.26, 0.29, 0.24, 0.21
V. REMARKS
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?

Prepared by:

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 Checked by:

Teacher III
School Principal I

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