School OMSC-Basic Education Grade Level Grade 4

Laboratory
Teacher Ronna Mae D. Mojana Learning Area Mathematics
Teaching March 4, 2024 Quarter Third
DETAILED Date
LESSON Teaching 8:10-9:00 AM Checked by Mrs. Ma. Elvira P. Arevalo
PLAN Time

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of…
1. decimals.
2. the four fundamental operations involving decimals and ratio and
proportion.
B. Performance Standards The learners should be able to…
1. recognize and represent decimals in various forms and contexts.
C. Learning At the end of the lesson, the students are expected to…
Competencies/Objective 1. recognize the place value of a digit by arranging the sequence of decimal
numbers proper columns,
s
2. add and subtract decimal numbers properly and accurately,
3. solve problems involving addition and subtraction of decimals: and,
4. create a sample budget receipt of the grocery items.
D. Code M5NS-IIb106.1
II. CONTENT Addition and Subtraction of Decimal
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Discovering Math for Global Learners, pg. 126 – 127.
2. Learner’s Materials Discovering Math for Global Learners, Worktext in Mathematics for
Elementary, pg. 331 – 338.
pages
Understanding Mathematics, pg. 114 – 122.
3. Textbook pages
4. Additional Materials Opening Prayer/ for Classroom
https://youtu.be/RY5mG7FD8tE?si=XYxRZ6fvdVtXh0r4
from Learning Resource
Portal Just Dance Kids 2 I Am A Gummy Bear
https://youtu.be/mYLhX6aJ32o?si=9JsDaEIgyYF_KGXa
B. Other Learning
Laptop, HDMI, Television, Pictures, Board/Chalk, Visual-Aids, Module,
Resources Mathematics IV Books, Flaglets
IV. PROCEDURES
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
PRELIMINARY ACTIVITIES
1. Prayer Class, before we formally start our
lesson for today, let us pray first. Let us
all stand and feel the presence of our
God.
 (The teacher will play a video clip.)

The teacher will start by saying “good

morning” to one student and pass the
greeting to another classmate and so
on.
Good morning class, Marc. Good morning, Ma’am Mae.

Before you take your sit, kindly get

some trash under your chairs, on your
table, and along your spaces.

Now, you may take a sit.

Who is our absentee?

Table 1 do you have an absentee?
2. Checking of How about the table 2? No one is absent in our today’s class,
Of course, the table 3? ma’am.
Attendance
And lastly, the table 4?

Very good! It is good to know that you

are all present.

Now, kindly bring your assignment then The students will pass their assignments.
pass it forward and I’ll be the one to
check it.
3. Checking of
And to give everyone such energy to
Assignments
start our day, may we all stand and
stamp with the beat of this music upon
reading the following numbers in this
flashcard.
Six and eleven hundredths!

Five and eight thousandths!

4. Drill
Thirty-two and nine hundredths!
 Forty-five thousandths!

One and sixty-five hundredths!

Alright, I wish everyone got energized,

and ready to listen in our lesson
attentively. Am I right?

Using these flashcards. Shout the words

you see on it.

Mathematics is fun!

Mathematics is exciting!

Mathematics every day!

A. Reviewing Who among you still remember our last

Previous Lesson topic yesterday?
or Presenting (The student will raise their hands.)
New Lesson Alright, I wish to hear some
recap from someone. Ma’am Mae, our last topic is all about
“Rounding of Decimals to the Nearest
Clever retention! Tenths, Hundredths, and Thousandths.”
Our last topic has something to do about
“Rounding of Decimals to the Nearest
Tenths, Hundredths, and Thousandths.”

Do you still have in mind any key points To round the decimal number to its nearest
to remember? tenth, look at the hundredth number. If that
number is greater than 5, add 1 to the tenth
value. If it is less than 5, leave the tenth-
place value as it is, and remove all the
numbers present after the tenth's place.
Alright. If that so, what do you mean by
the topic itself? Rounding numbers means adjusting the
digits of a number so that it gives an
 approximate value. In other words, while
rounding numbers, we replace a number
with an estimated value which is a simpler
and a shorter representation of the given
number.
To see if everyone learned our lesson,
get one whole sheet of paper and we
will answer only 5 items test.

Direction. Round each decimal to the

nearest tenths, hundredths, and Answer.
thousandths.

Tenths.
1. 74.38
2. 74.33
Hundredths. (Sample of students’ output.)
3. 125.326
4. 125.321
Thousandths.
5. 75.3265

B. Establishing a Now we will play a game called

Purpose for the “Unlock the Codes, Baby!”. But first,
Lesson let’s group you into 2.
(Motivation)
So, row 1 – 2 will be the group 1 and
row 3 – 4 will be the second group. I
have prepared a visual here.

So, let us read the statement first.

As human beings it is just natural for us
to have fears. This is what makes us
humble and one of the reasons why
nobody is perfect, only God. Phobias as
fears of certain things and people or
situation.

Now, all you have to do is, everybody

please read.
To find the meaning of the following
phobias by adding and subtracting the Direction: Find the meaning of the
given numbers and writing the following phobias by adding and
corresponding letter of your answer on subtracting the given numbers and writing
the blanks. the corresponding letter of your answer on
the blanks.
May I have one representative each
group to get the phobias of your tasks (The students will get their phobias on the
here in our box. box.)

Alright, group 1 for the Hydrophobia,

and Brontophobia. While,
Triskaidekaphobia and Acrophobia for
the group 2.

Group 1. Group 2.

Moreover, there will be one

representative to click the buzzer, once
your group is done answering. Whoever
the first team to click the buzzer in front
will be the winner.
Do you understand the direction, class?

Now if you’re ready, please go to your

respective group.
Is every group ready? Yes. We understand, Ma’am Mae.

Group 1. Yes, Ma’am Mae.

Group 1.
Group 2.

Group 2.

The teacher will do the talking.

Have you experience to add and subtract

before in other lesson?
Or in your prior grade level?
On what subject?

Foremost, here are our objectives in

today's discussion, class.
C. Presenting Before we proceed in our discussion
Examples/Instanc proper. I need four (4) students per row
es of the New to perform this activity, called “Help
Lesson me, Baybee!”. Because I have here with
me a maze set up on our blackboard.

Try to look under your chair, if you saw

a sticky note, with words saying, “Let’s
volt in!” Come here in front.

1.
E C A D I L A
2. 1.
O I N P T S
D E C I M A L
3.
2.
A I D O I D N T
P O I N T S
4.
S T C U A T I B O N R 3.
A D D I T I O N
Your task is to locate the passage from 4.
the place value towards its label using S U B T R A C T I O N
this colored object I prepared. At the
back of your sticky note, there is
corresponding value assigned to you.

When you reach the destination of the

 value, put a check in the label, then you
will arrange the numbers in ascending
order to reveal the rumbled words that
you can see in the cage of your
corresponding term assigned to you.

Do you understand the direction, class?

The reason why I give you that activity

is because I want you to encounter the Yes, Ma’am Mae.
terminologies and create a mental
picture for the topic I am going to
discuss. And, these are all related to our
topic for today, which is “Lesson 7:
Adding and Subtracting Decimals.”

Our lesson is all about what, Grade – 4?

Lesson 7: Adding and Subtracting

Decimals

D. Discussing New Students, we have here a story namely

Concepts and “Home Sweet Home.”
Practicing New Is everyone ready to listen? Yes, Ma’am Mae.
Skills #1
Eyes on me! Eyes on you!
Will you listen to the story! I will listen to the story!
Attentively? Attentively?

Home Sweet Home

Veronica left her wallet in her locker in
school. Now, she needs ₱4.00 for her
jeepney fare. She looked inside her bag
for some coins. She was able to find
₱3.50. She looked again in here pocket
and found ₱0.75. Let us find out.

What is the given? Anyone?

₱4.00, ₱3.50, ₱0.75, Ma’am Mae!
Alright like Veronica, let us take out a
piece of paper and began adding the
amounts of money she got. Students will get a piece of paper.

Base on the story, Veronica has ₱3.50

left on her pocket, and by looking again
on her wallet she found, ₱0.75. But she
needs ₱4.00 to pay her fare.
Will she be able to pay for here jeepney
fare?
Yes, Ma’am Mae.
Take a note. You may also solve the
given with me. Am I clear?

By solving the given, let’s take a look 1.Write the numbers vertically and line up
on the process of adding decimal. the decimal points.
What is the first step, class?
Alright. Let us write.
₱3.50
₱0.75 2. Extra zeros may be written to the right
of the decimal point after the final non-
After that, what comes next? Please zero digit if desired.
read.
Since there is no non-zero digit, we will
skip that for a moment. Let us delve on
the number 3.
₱3.50  3. Draw a plus sign "+" to the left of the
+ ₱0.75 bottom number and a line underneath.
Let us jump to another one. May I hear
what is number four.
Very good. The decimals fall down.  4. Bring the decimal point straight down
₱3.50 into the answer.
+ ₱0.75
.
Make sure, it was properly aligned to its
peer decimal base on the given.  5. Add starting in the rightmost column
We’re almost there let us take a look on and work left, and use carrying when the
result of the addition from a column is
the 5th step. Kindly utter it.
larger than.

Now, the process of operation is

completed. We will now compute the
given.
1
₱3.50
+ ₱0.75
4.25
How much we have computed?
Now, going back to Veronica’s
situation. 4.25
Will she be able to pay for here jeepney
fare? What do you think?
Why?

Very well said, good job.
It is a HOME SWEET HOME for
Veronica. Say it again while stomping
and clapping.
Yes, Ma’am.
(Students will raise their hand.)
Because, she only needs ₱4.00 to pay here
fare, and the money she found once
combine is enough. In fact, she still has
₱.25 excess or change.
HOME SWEET HOME, Veronica!

Now, let us read the statement on the One of the most basic operations with
visuals together. decimals are addition. It is normally easier
to perform these operations using a
vertical format. The vertical addition
Very good, readers. format will allow us to line up the decimal
We previously learned how to add and points in each number and then find the
subtract numbers vertically when we sum or difference in each column.
studied multi-digit addition and with
whole numbers.

Let's take a look on a few examples by

following the steps.

So, let us have another example. Now,

we have 51.37 + 24.5.

Let's begin by setting up the vertical

addition. We will line up the decimal
points in our number.

Can we write a zero after the 5 in the

number, 24.5?
Why? Let take a glimpse on the number
2 process of adding decimals. What does
Yes, Ma’am,
it say?
Because, extra zeros may be written to the
This zero will not add any value to the
right of the decimal point after the final
number. It only serves as a visual aid to
non-zero digit if desired
help with our vertical addition.

Then, what comes next?

Bring down the decimal.

After that?

Add starting in the rightmost column and

work left.

Alright. What is the answer. Let us read

the given before the sum.

So, we have 51.37 + 24.5 = 75.87

Now try this one with a thrill. We will

add more than two decimal numbers.
We have the given of.
6.02 + 94.85 + 13.719 =? 51.37 + 24.5 = 75.87

Try this given on your scratch notebook.

Solve it by simply following the process
of adding decimal.
Sample of students’ computation.
I will give you only 10 minutes to
answer. If the timer rings, all your pencil
up, and none of you will continue to
solve.

The timer rings.

Alright, pencils up.
From our wheel of names, please show
your solution on the board.
 The wheel chooses its master. Solve the
Sample of Luke’s computation on the
given, Luke.
board.

Luke’s computation is correct.

On our second example, let read
together. We have the given of 13.719 +
94.85 + 6.02 = 114.589
Again, read it again. 13.719 + 94.85 + 6.02 = 114.589
And because of that give yourself a
superhuman clap.

And it goes like this.

1, 2, 3, right hand up. 1, 2, 3, right hand up.
1, 2, 3, left hand up 1, 2, 3, left hand up
Clap 3 times in the middle! Clap 3 times in the middle!
And shout “I am superhuman!” “I am superhuman!”
E. Discussing New Stepping back to the story of Veronica.
Concepts and As you remember, Veronica needs only
Practicing New ₱4.00 to for her jeepney fare, but upon
Skills #1
looking inside her bag, she found some
coins ₱3.50, and ₱0.75, ₱4.25 in total.

As you notice, her coins exceed to ₱.25

centavos.
How it happens? Anyone? Students will raise their hand.
Yes? Because, the total amount of
coins collected from Veronica’s
bag were subtracted from the
jeepney fare which is only ₱4.00.
You nailed it, we subtracted.
Like in adding decimal, we also follow
the same process in subtracting decimal. ₱4.25 and ₱4.00
What are our given?
₱4.25 – the total amount of Veronica’s
coins, and ₱4.00 – jeepney fare. To
found out the remaining amount, let us
solve it.
Write the numbers vertically and line up
Please read the first step. the decimal points.
₱4.25
₱4.00 Extra zeros may be written to the
Next? right of the decimal point after
Since, there is no non-zero digit, we will the final non-zero digit
skip that for a while.
₱4.25
₱4.00
We will need to add in zeros in some cases
Kindly read the note stapled.
(top number (minuend) has fewer digits
after the decimal point than the bottom
number (subtrahend)) for borrowing.

What comes next? Number 4. Draw a minus sign "-" to the left of the
bottom number and a line underneath.
₱4.25
-₱4.00

That’s it. It seems that there is process Bring the decimal point straight
left on the visual. For number 5?
down into the answer and
₱4.25 subtract starting in the rightmost
-₱4.00 column and work left.
₱ 0.25
What we have got? What is our
difference? Our difference is, ₱ 0.25.

Excellent. We have ₱ 0.25.

Oh, it seems we forget to mouth the note
at the latter part of our visual. What does
it say? Everyone say it, loud and clear.
Use borrowing when the bottom
number of a column is larger than
the top number.

Easy!
Is it easy? Basic!
Is it basic? Yes.
It can solve as fast as finger snap?

Let's take a look for another Let's begin by setting up the vertical
example. Let us find the difference of subtraction. We will line up the decimal
12.15 - 3.9 points in our numbers:
Please tell me what to do. Tell me the
process and I will solve it here on our
board.
What should I do first?

We can write a zero after the 9 in the

number 3.9. This zero will not add any
value and serves as a visual aid for our
subtraction:

Then?

Well, after that? We will bring our decimal point straight

down into our answer:

Yes, Ma’am Mae!

Oh, I see. Am I doing it, correctly? Subtract starting in the rightmost column
Alright, thank you. After that, what I am and work left.
going to do?
 Yes, Ma’am Mae!

12.15 – 3.90 is equals to 8.25

8.25
8.25
Did we get the correct answer?
Now, can we read it? Starting from the
given.
12.15 – 3.90 is equals to 8.25

What is the difference? 8.25.

Again, I can’t hear you. Sample of students’ computation.

Another example will be, 5.1 - 2.37 with

same process mentioned a while ago.
Let us try to answer it on your white
board. I will give you 5 minutes to
answer.

Clap, one mosquito!

Clap, clap, two mosquitos!
Wow! I am totally impressed by your Claps, claps, claps, more
performance, Grade 4. mosquitos.
For that, give yourselves a “Mosquito
clap.”

And it goes like this.

One clap, saying one mosquito.
Two claps, for two mosquitos,
And numerous claps for more
mosquitos.
F. Developing As I mentioned yesterday, who among
Mastery you brings the white board and a The student will answer in chorus.
marker? Ma’am, I bring my white board.

I have prepared here a (5) five scenarios

that you will be going to solve. Each of
you will understand and answer using
your white board marker and show your
solution within the duration of 3 minutes
only per items.

Once the bell rings, it means the time is

done.

1. Veronica left her wallet in her locker

in school. Now, she needs P4.00 for her Sample of students work.
jeepney fare. She looked inside her bag
for some coins. She was able to find
P3.50. She looked again in her pocket
and found P 0.75. Will she be able to
pay for her jeepney fare? Let us find out.

2. Lourdes bought 2.5 kg of oranges,

1.25 kg of bananas, and 2.75 kg of
mangoes. How many kilograms of fruits
did she buy in all?

3. Diosdado jogged 2.5 km to the town

plaza, then 1.35 km to the church, then
0.75 km to the public market before
driving 3.6 km for home. How many
kilometers has he jogged?

4. Carlos Alfonso saved P180 for the

month of January, P 155.75 for
February, P165.85 for March, P98.20
for April, and P204.35 for May. If he
needs P650 for the jeans he wanted to
buy for himself, will he be able to buy
with his savings?
5. Mely ordered 2.65 meters of beige
cloth, 3.20 meters of green cloth, 4.15
meters of blue cloth, and 2.5 meters of
grey cloth all for her uniform. If Fely
ordered a total of 12.4 meters of cloth,
who ordered more and how much?

Wow! Very Good class, all your

answers are correct. Let's shout and do
this clap 3 times, “boom boom beep
beep” everyone.
Boom boom beep beep!
Boom boom beep beep! Boom boom beep beep!
Boom boom beep beep! Boom boom beep beep!
Boom boom beep beep!

Before we end our activity, I have here a

song prepared for you with tune of

“The Decimal Song” “The Decimal Song”

M-A-T-H, M-A-T-H D-E-C-I-M-A-L
I love Math, I love Math! Decimal, Decimal!
It is so exciting, very interesting! Adding and subtracting, adding and
I love Math. 2x subtracting!
D-E-C-I-M-A-L Same process. 2x
Decimal, Decimal! Align the numbers, bring down the point!
Adding and subtracting, adding and Add plus sign, or minus sign.
subtracting! It was so easy, and basic to study.
Same process. 2x Decimal, Decimal!
Align the numbers, bring down the After putting two signs, after putting two
point! signs,
Add plus sign, or minus sign. Then compute and take a look.
It was so easy, and basic to study. Double check your answer, double check
 Decimal, Decimal!
After putting two signs, after putting
two signs,
Then compute and take a look.
your answer.
If it’s correct, no mistake.
Align the numbers, bring down the
D-E-C-I-M-A-L
point!
Decimal, Decimal!
Add plus sign, and minus sign.
Adding and subtracting, adding and
It was so easy, and basic to study.
subtracting!
Decimal, Decimal!
Same process. 2x!
M-A-T-H, M-A-T-H
I love Math, I love Math!
It is so exciting, very interesting!
I love Math. 2x
G.Finding Practical Grade 4, as you can see. We have here
Applications of “Aling Gugo’s Store.” There are goods,
the Concepts and groceries, and other items to purchase
Skills in Daily with their corresponding prices.
Living

You are going to choose the goods you

want to buy and see if the total amount
fits the specified. Meaning, you are
going to compute all the expenses from
the items you bought by group. So now,
count numbers 1-4, let us start at table 1,
go.

Those who have number 1, please go to .

table 1. Table 2, for number 2, 3 for
table 3, and students who counted 4,
proceed to table 4. Go to your respective
group, now. 1…2…3…

Do I make myself clear, class?

Any questions about the activity? Yes, Ma’am Mae!
None, Ma’am Mae!
Now, you may start purchasing, listing,
and computing your items Grade 4 for
only 15 minutes. Collaborate, and work
as a group.
After that, I will call from each table or
group, each student to discuss the items
and how much is the total costs he/she
bought.
Yes, Ma’am Mae.
If that so, once I say are you ready
students, responds it with the statement,
I, I Ma’am Mae.
Alright. Are you ready students?
I, Ma’am Mae.
Now, you may start.

(Sample items to purchased.)

The students will start doing the activity.

Sample of students’ work.

We have here fruits, and vegetable of
your choice.

Also, desserts and sweets. The students will compute the items they
bought.

Some meals that I think your familiar

with.

And all out more to choose from our

Gugo’s Sari-Sari Store.

15 minutes is over.
Is everyone finish purchasing?
Now, Table 1. May I call, Lally. Please
go here in front and discuss your items.

Good! Give them a “wow clap”.

1, 2, 3 claps
1, 2, 3 clap wow that's awesome!
Let's do it again class.

For Table 2, let us here how much the

cost of Aeon.

Wow! Give them a “Barangay

Clap.”
1, 2, 3 claps
1, 2, 3 clap wohoooooooooooo!

Of course, Table 3, may you share to

your classmates the expenses you made? Yes, Ma’am Mae!

Awesome! Give this group a In this phase, the students will present,
“Fireman clap.” discuss and explain the computation made
1, 2, 3 claps by himself/herself.
1, 2, 3 clap high alert higher
alert Wang Wang Wang Wang.
Let's do it together.
1, 2, 3 claps
Lastly, we have Table 4. Anyone from 1, 2, 3 clap wow that's awesome!
Table to enumerate the items and show
 1, 2, 3 claps
1, 2, 3 clap wohoooooooooooo!

the computation done?

Nice! Give this group a “Police Clap.”

1, 2, 3 claps
1, 2, 3 clap job well done!
1, 2, 3 claps
1, 2, 3 clap high alert higher
alert Wang Wang Wang Wang.

1, 2, 3 claps
1, 2, 3 clap job well done!
H.Making For us to know if everyone learned from
Generalization adding and subtracting decimals, I have
and Abstractions here flaglets that contains the word
about the Lesson
“Fact” and a “Bluff.”, which you are
going to raise depending on the
statement.
If the statement is correct, raise the
flaglet of “Fact” and if it is wrong, raise
the “Bluff.”

1. Decimal numbers are numbers that

fall between two whole numbers.

2. We can write more precise values of

measurable quantities such as length,
weight, distance, money, and more
using decimals.

3. The longer the decimal, the smaller

the number, and the longer the number,
the larger the number.
4. Zero is used as a place value holder.
When there’s no more digit in the next
place value, we put zero instead,

5. We add decimals, the way we add

place value.

6. Decimals are one of the types of

numbers, which has a whole number and
the fractional part separated by a point.

7. In adding and subtracting decimal,

estimating will not help us to have a
rough idea of what our answer should
be, and it will not be easier for us to
realize if we make a mistake finding an
exact sum or difference.

8. It is not a mistake that students line

up the digits, not taking the decimal
point into account, and then add.

9. In adding and subtracting decimals,

align the decimal points of the given
decimal numbers and make sure that
digits with the same place value are also
aligned in one column.

10. Adding or subtracting decimals is that

numbers to the right of the decimal cannot
be regrouped into whole numbers

Wow, it seems that everyone learned our

lesson for today’s session. And, because
of that, let us give ourselves a “Decimal
Clap” while you are all sitting on your
chairs.
And it goes like this.

Decimal bluff, decimal bluff, get to

know the fact Decimal bluff, decimal bluff, get to know
Grade 4, let us read our important the fact!
discoveries.
 Just keep this in your mind, and you will
always keep on track and progress.

I. Evaluating To check if you truly understand our

Learning lesson for this session. I want you to
answer this activity. I have prepared
here two worksheets to be answered for
strictly 20 minutes only.

At this time, students were doing their

activity on worksheets.
 This activity will be checked tomorrow,
make sure you bring your worksheets
tomorrow, class. No assignment
tomorrow, no attendance.

Furthermore, I love your

performance today. Did you learn
something?

Repeat after me!

Mathematics is fun!

Before we end our class today.

Can somebody erase the writings on the
board? And everyone please pick some
trashes under your chair, on your table,
and along your spaces.

Alright. Good Bye, Grade 4 – Malinis!

J. Additional Answer the following questions. Write
Activities for the answers in your Mathematics lecture
Applications or notebook. Answers only, no need to
Remediation copy. But for numbers 2-5, please insert
your solutions on your notebook. I will
give additional points to that.

1. Which set of rules represents the

correct "order" for adding and
 subtracting decimals?

A) 1. Bring down the decimal 2. Line up

the decimal 3. Add or Subtract 4. Fill in
the missing spaces with zeros.
B) 1. Fill in the missing spaces with
zeros 2. Add or Subtract 3. Bring down
the decimal 4. Line up the decimal.
C) 1. Line up the decimal 2. Fill in the
missing spaces with zeros 3. Add or
Subtract 4. Bring down the decimal.
D) 1. Add or Subtract 2. Bring down the
decimal 3. Fill in the missing spaces
with zeros 4. Line up the decimal.

2. Find the sum of 148.093 + 5.675

=____?
A) 153.668
B) 152.768
C) 152.668
D) 153.768

3. Find the sum of 24.318 +

17.381____?
A) 40.669
B) 42.699
C) 41.699
D) 31.669

4. Calculate: 7.566 - 6.755____?

A) 0.911
B) 0.711
C) 0.721
D) 0.811

5. Calculate: 0.328 subtract 0.001?

A) 0.227
B) 0.327
C) 0.337
D) 0.228

V. REMARKS
IV. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require 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 learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G.What innovation or localized materials did I use/discover which
I wish to share with other teachers?