Lesson Exemplar in Mathematics Using the IDEA Instructional Process

Modular Distance Learning (Learners-Led Modality)

Grade
School Grade 4
Level
LESSON Learning
Teacher Mathematics
EXEMPLAR Area
Teaching Date October 15-16, 2020 Quarter Quarter 1 Week 2
No. of 2 Days
Teaching Time
Days

At the end of the lesson, the learners are expected to:

I. OBJECTIVES
a. order numbers up to 100 000 in increasing or decreasing order.
b. demonstrate the ability to place multi-digit numbers in increasing
or decreasing orders.
c. Show carefulness in doing the activity.

The learner demonstrates understanding of whole numbers up to

A. Content Standards
100,000

The learner is able to recognize and represent whole numbers up to

B. Performance
100,000 in various forms and contexts.
Standards
C. Most Essential Orders numbers up to 100 000 in increasing or decreasing order.
Learning
Competencies M4NS-Ib-13.4
(MELC) Mathematics G4 Q1 MELC 5, PIVOT BOW R4QUBE

D. Enabling
Competencies
Number and Number Sense (Ordering Numbers up to 100 00)
II. CONTENT
III. LEARNING
RESOURCES

A. References
pp. 25
a. Teacher’s Guide
Pages
pp. 19-21
b. Learner’s Material
Pages
c. Textbook Pages
d. Additional Materials Activity Sheet
from Learning
Resources
B. List of Learning PIVOT IV-A Module Quarter 1 pages 11-15
Resources for Activity Sheet
Development and
Engagement Activities
IV. PROCEDURES
 The learners will do the walkthrough of the lesson expectations.
A. Introduction  The learning objectives will be presented to the learners to give them
an idea of what the lesson is all about.
 In this part, the content of the lesson will be presented.
 The learners will do the Learning Task 1, Module page 11 as their
springboard to the lesson.
  Let learners discover the easy way on how to order the numbers in
increasing or decreasing order based on the example given in
B. Development Module on page 11.
 Let the learners look at the first digit of the number from the left. If
all the numbers are the same, proceed to the next digit.
 Let the learners do the same procedure until they find which
number is the greatest or the least.
 Let the learners do the task provided in the Activity Sheet.
 Ask the learners to do the application of concepts and skills by
C. Engagement answering the exercises in Learning Task 2 on page 13.
 To develop their skills in ordering number let the learners do
Learning Task 3 and Learning Task 4 on page 13.
 To enhance the skills in ordering numbers, let the learners work on
Learning Task 5 on page 13.
 Let the learners generalize the lesson and skills learned based on the
D. Assimilation different learning tasks and examples provided in the module and
activity sheet.
 Let the learners answer the Learning Task 9 on page 15

The learners will write in their notebook the personal insights gained
V. REFLECTION about the lesson using the prompts below.

I understand that ________________________________________.

I realized that ____________________________________________.

Prepared by:

LORETA D. MARANAN
Teacher III
Santa Cruz District

Checked and Reviewed by:

CLEA P. MANALO
Principal I
District Principal MATHEMATICS Coordinator

ANALIZA T. CRUZ
Principal II
District Principal MATHEMATICS Coordinator

Noted:

LUIS M. GERMINA
District Supervisor

Approved by:

MIRZA J. LINGA
EPS 1-Mathematics
 Activity Sheet

MELC 5 Orders numbers up to 100 000 in increasing or decreasing order. (M4NS-Ib-13.4)

A. Arrange the following set of numbers in increasing order.

1. 32 456 32 983 32 532 32 124 32 934
_______ _______ _______ _______ _______

2. 62 345 62 398 62 312 62 379 62 387

_______ _______ _______ _______ _______

3. 89 923 89 246 89 124 89 534 8 9 345

_______ _______ _______ _______ _______

B. Arrange the following set of numbers in decreasing order.

4. 19 432 19 312 19 910 19 216 1 9 087

_______ _______ _______ _______ _______

5. 31 890 31 821 31 839 31 876 31 891

_______ _______ _______ _______ _______

C. On the space provided, write the letter that describe how the groups of numbers are
arranged.

A. Increasing Order B. Decreasing Order

_______6. 23 478, 23 481, 23485, 23 490, 23 495

_______7. 71 234, 71 194, 71 087, 71 078, 71 052

_______8. 12 781, 12 811, 12 925, 12 967, 12 997

_______9. 54 987, 54 781, 54 609, 54 435, 54 319

_______10. 46 456, 52 134, 67 324, 74 567, 82 432

Prepared by:

LORETA D. MARANAN
Teacher III
Santa Cruz District

Checked and Reviewed by:

CLEA P. MANALO
Principal I

ANALIZA T. CRUZ
Principal II

Noted:

LUIS M. GERMINA
District Supervisor

Approved by:

MIRZA J. LINGA
EPS 1-Mathematics