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School BAGBAGUIN ELEMENTARY SCHOOL Grade Level: IV

GRADES 1 to 12 Teacher ANNA FAITH M. ABUDA Learning Area: MATHEMATICS
DAILY LESSON LOG March 16-20, 2024 (WEEK 8)
 7: 00 – 7: 40 – HOPE
 7:40 – 8:20 – LOVE
Week/Teaching Date  8:20 – 9:00 – LOYALTY Quarter: 3rd QUARTER
 9:05 – 10:25 – SSP
 12:00 – 12:40 – JUSTICE
 12:40 – 1:20 – PURITY

MONDAY TUESDAY WEDNESDAY THURSDAY FRID AY

March 16, 2024 March 17, 2024 March 18, 2024 March 19, 2024 March 20, 2024
I. OBJECTIVES

A. Content Standards Demonstrates understanding of the concept of time, perimeter, area, and volume.
B. Performance Standards Is able to apply the concepts of time, perimeter, area, and volume to mathematical problems and real-life situations.
C. Learning Solves routine and non-routine Solves routine and non-routine
Competencies/ problems in real-life situations problems in real-life situations
Differentiates perimeter from area. Converts sq. cm to sq. m and vice
Objectives involving perimeter of involving perimeter of
M4ME-IIIj-53 versa. Catch-up
( Write the LCcode for squares and rectangles, triangles, squares and rectangles, triangles,
M4ME-IIIj-54
parallelograms, and trapezoids. parallelograms, and trapezoids.
each)
M4ME-IIIi-52 M4ME-IIIi-52
Solving Routine and Nonroutine Solving Routine and Nonroutine
Differentiating Perimeter
II.CONTENT Problems Involving Problems Involving Conversion of Square Units
from Area
( Subject Matter) Perimeter Perimeter
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource LR portal
B. Other Learning Power point presentation, Power point presentation, Power point presentation, Power point presentation,
Resources Pictures Pictures Pictures Pictures
IV. PROCEDURE
A. Reviewing previous TBFAD (Ten Basic Facts A Day) TBFAD (Ten Basic Facts A Day) TBFAD (Ten Basic Facts A Day) TBFAD (Ten Basic Facts A Day)
Lesson or presenting new 1. 10 + 29 1. 18 + 26 1. 113 + 19 1. 69 + 8
 lesson 2. 12 x 3 2. 3 x 25 2. 3 x 19 2. 6 x 8
3. 85 – 15 3. 83 – 42 3. 110 – 20 3. 78 – 13
4. 36 ÷ 2 4. 66 ÷ 6 4. 99 ÷ 9 4. 52 ÷ 2
5. 89 + 13 5. 38 + 14 5. 13 + 90 5. 8 + 77
6. 19 x 3 6. 11 x 8 6. 9 x 8 6. 2 x 43
7. 87 - 56 7. 105 - 15 7. 100 - 89 7. 100 - 77
8. 6 x 9 8. 12 x 6 8. 11 x 9 8. 12 x 5
9. 75 ÷ 5 9. 35 ÷ 7 9. 96 ÷ 8 9. 39 ÷ 3
10. 13 + 98 10. 58 + 43 10. 16 + 33 10. 76 + 33

Let’s Solve! Let us review! Review Tell the unit of measurement

Find the perimeter of each figure. Wha is the steps in solving Check the assignments that should be used for each
routine problem? of the following:

Height of a flagpole
Edge of a table
Height of teacher
Length of a necklace
Length of garden hose
Size of a pencil

B. Establishing a purpose for
the lesson
To solve routine problems
involving perimeter, we follow
the steps, in solving word
problems and then apply the
formula to find the perimeter
of a particular closed plane
figure.
The steps in solving routine
problems are:
1. Understand - Know what is
asked, what are given.
2. Plan - Know the
operation/formula. Write the
number sentence.
3. Solve - Perform the
To solve non-routine problems
involving perimeter, you read
and analyze the problem
carefully. Tell what is asked and
what are given then use
strategies like drawing picture,
using number line, acting out,
making table, listing method,
guess and check, using
patterns, and many others. You
can be creative in solving non-
routine problems.
Area and perimeter are two
important concepts in
mathematics. Both have
practical applications and are
used in our day-to-day lives.
Perimeter is the distance around
a closed figure or the length of
the outline of a closed figure
while area is the measurement
of the amount of surface
enclosed within the closed
figure.
Different shapes may have the
same perimeter but different
areas, or they may have the
The skill in converting square
measures such as sq. cm to sq.
m and vice versa is developed
using equivalent measures.
Knowing that 100 cm = 1
meters, the learners can
convert the sq. cm to sq. m, or
sq m to sq cm, since when
they talk of square measures,
squaring 100 which means
multiplying 100 by itself is
equal to 1 sq. m. Using the
equivalent measure 10 000 sq
cm = 1 sq m, the learners can
convert sq cm to sq m and vice
 operation.
4. Check and look back - Write
the correct units/label your
answer and check your
answer.
C. Presenting examples/ A handkerchief measures
instances of the new 30cm long and 20cm wide.
lesson. May wants to put lace around
it. How many centimeters of
lace will she but to decorate
its sides?
To analyze and solve the given
problem, we will use the
4-step plan.
1. UNDERSTAND
a. what is asked?
-The number of centimeters of
lace she will buy to decorate
its sides,
b. what are the given?
-30cm long and 20cm wide
2. PLAN
a. What operation will you
use?
- addition or multiplication
b. what is the number
sentence?
- 30+20+30+20 = n or (2x30) +
(2x20) =n
3. SOLVE
P = 2L + 2W
Light posts are placed around
a square park. There are 3 light
posts along each side of the
park. If the distance between
the light post is 30 meters,
what is the distance around the
park?
same area but different versa.
perimeters. Still, there are
different shapes having the
same area and perimeter.
Read and analyze! Lian and Jay are busy cleaning
the playground of Castro
Anabelle prepared a table napkin Elementary School. If the area
that is 20 cm long and 15 cm wide. of the school playground is
What is its perimeter? And what its
640 000 sq cm, what is its
area?
equivalent in square meters?
To find the perimeter, look at this
illustration.
Perimeter can be solved using the
formula:
P=2L+2W
Solution:
P=2L + 2W
= (2 x 20 cm) + (2 x 15 cm)
= 40 cm +30 cm 20 cm 15 cm
= 70 cm
the perimeter of Anabelle's table
napkin is 70 cm.
To find the area, look at this
illustration.
 P= 2(30 cm) + 2(20 cm)
P= 60 cm + 40 cm
P = 100 cm
4. CHECK and LOOK BACK
a. What is the final answer to
the problem?
Answer: Leah will buy 100 cm
of lace to decorate its sides.
D. Discussing new concepts Give another example:
and practicing new
skills.#1 The tablecloth of a reading
table in your home has a
length of 5m and width of 3m.
You want to decorate the
tablecloth by putting lace
around it. For the edging of
the tablecloth, how long of
lace is needed?
Area of the rectangle can be solve
using formula:
A=l x w
Solution:
A=1 x w
= 20 cm x 15 cm
= 300 sq. cm or 300 cm 2
The area of Anabelle's table napkin
is 300 sq. cm or 300 cm ,2 We use
square unit, because we multiply
two like unit, in our example we
multiplied cm by cm, so the area
will be square cm.
Give another example: Another example:
One side of a square table 1. How many square meters
measures 3 m. If three tables are in 3 square meters?
are placed end to end, what
will be the perimeter of the
new table?
2. how many square meters
are in 750 000 sq centimeters?
E. Discussing new concepts Ask students to solve the
and practicing new skills problem.
#2.
A rectangular yard has a
length of 16 meters and a
width of 5 meters. What is the
perimeter of the rectangular
yard?
Ask students to solve the
problem.
Johnny plays around a
rectangular table. The table is 3
m by 5 m. He runs his toy car
around the table five times.
What is the distance covered
by the toy car?
Call students to answer the
questions.
Identify if the given statement
represent a Perimeter or an Area.
Comment letter P if perimeter and
A if area.
Group activity
Remember! 1 sq m = 100 sq
cm
1. 40 000 sq cm = ____ sq m
2. 6 sq m = ______ sq cm
3. 80 000 sq cm = _____ sq m
F. Developing Mastery Individual activity: Ask the pupils to do exercises Find the area and the perimeter Ask students to do
(Lead to Formative under Do Get Moving pp 189 of the figure. exercises under Get Moving
Assessment 3) 1.A triangular flag let has a base LM pp 193 LM
of 40 cm and slant height of 24
cm. What is the perimeter of the
triangular flag let?
a. What is asked?
_________________________
b. What is/are given?
_________________________
c. What operation will you use?
_________________________
d. What is the number sentence?
_________________________
e. Check and Look Back
________________________
G. Finding practical Solve the problem using 4 Solve the problem using Kuya Rhon has a vegetable Complete the table with the
application of concepts steps plan. illustrations. garden. His garden measures 8 correct square units.
and skills in daily living A rectangle has a length of 30 Karen has a square cartolina meters long and 5 meters wide.
cm and a width smaller by 5 whose sides measure 60 cm He planted eggplant, okra, and
cm. each. She cuts the cartolina squash. Every day he waters the
What is its perimeter? into two equal rectangles. Find vegetables. He loved to take care
the of his vegetables. One day he
perimeter of one piece of puts a fence around his garden to
rectangle. protect from any animals. How
long is the fencing? What is the
area of the garden?

H. Making Generalizations To generalize ask pupils: To generalize ask pupils: The differences between To generalize ask pupils:
and Abstraction about How to solve routine How to solve non- routine perimeter and area are:
the Lesson. problems? problems? • Perimeter is the distance How do you convert square

To solve routine problems
involving perimeter of plane
figures, we have to follow the
four-step plan:
UNDERSTAND
• Know what is asked.
• Know the given facts.
PLAN
• Draw or illustrate to
visualize the problem.
(optional)
• Determine the operation or
formula to use.
SOLVE
• Solve using the formula.
CHECK AND LOOK BACK
• Write the correct answer.
I. Evaluating Learning Solve each problem by
following the correct step.
1. Anna loves chocolates. She
ate a rectangular chocolate
with a length of 11 cm and a
width of 7 cm. What is the
perimeter of the chocolate?
a. What is asked?
_________________________
b. What is/are given?
_________________________
c. What operation will you use?
_________________________
d. What is the number sentence?
_________________________
e. Check and Look Back
________________________
around a closed figure or the centimeters to square
To solve non-routine problems length of the outline of a closed meters
involving perimeter, you read figure. Area is the measurement and vice versa?
and analyze the problem of the amount of surface
carefully. Tell what is asked and enclosed within the closed figure.
what are given then use • Perimeter is expressed in linear
strategies like drawing picture, units, area in square units
using number line, acting out, • Perimeter involves only one
making table, listing method, dimension; area involves two
guess and check, using dimensions.
patterns, and many others. You
can be creative in solving non-
routine problems.
Read the problem carefully. A. Find the perimeter and area of the A. Convert the following to
Choose the letter of the correct following. Write your answers on a square meters.
answer and write your answer sheet of paper. 1. 590 000 sq. cm = ____ sq. m
in a separate sheet of paper. 2. 20 000 sq. cm = _____ sq. m
3. 850 000 sq. cm = ____ sq. m
1.Rafael’s poultry house has a
B. Convert the following to
floor surface that is 5 m long square centimeters.
and 7 m wide? What is its 1. 48 sq. m = _________ sq. cm
perimeter? 2. 5 sq. m = __________ sq. cm
a.12 m b. 24 m c. 35 m d. 40 m 3. 70 sq. m = _________ sq. cm
2.A square tablecloth is 2
meters on its side. What is the
perimeter of the tablecloth?
a.2 m b. 4 m c. 6 m d. 8 m
3.Mark has a handkerchief
whose side’s measures 20cm
each. He cuts the handkerchief
into two equal rectangles. Find
the perimeter of one piece of
rectangle.
a. 80 m b. 60 m
c. 40 m d. 30 m
4.Gwen has a board in the
 shape of a parallelogram. Its
base is 60 cm long and its
height is 16 cm. What is the
perimeter of the board?
a. 180 cm b. 152 cm
c. 136 cm d. 60 cm
5.A rectangular garden is 40 m
long and 28 m wide. How many
meters of barked wire will be
needed to make a fence of five
strands?
a. 68 m b. 100 m
c. 116 m d. 136 m
J. Additional Activities for Solve the problem by Solve the following problems Identify whether the situation Solve the problem below.
Application or following the correct steps. using illustration. involves perimeter or area.
Remediation 1. A handkerchief measures _______1. To polish the entire Francine wants to find out
30 cm long and 25 cm wide. Twelve light posts are placed surface of a classroom how many square
Jayne wants to put lace around a square park. There _______2. To put tiles inside the centimeters their
around it. How many are 4 light posts along each room house is, if its lot area
centimeters of lace will she side of the park. If the distance _______3. To put lace on a scarp measures 42 square meters.
buy to decorate its sides? between the light posts are 10 _______4. To jog around the
a. What is asked? meters, what is the distance quadrangle
_________________________ around the park? _______5. To cover a table with
b. What is/are given? linen
_________________________
c. What operation will you use?
_________________________
d. What is the number sentence?
_________________________
e. Check and Look Back
________________________
V. REMARKS
VI. REFLECTION
A.No. of learners earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who e
80%in the evaluation. 80% above 80% above above 80% above
arned 80% above
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
required additional additional activities for additional activities for additional activities for additional activities for require additional activities
activities for remediation remediation remediation remediation remediation 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?
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Power Point
Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
well:
___ Group collaboration
___ Games
___ Power Point
Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/
Poems/Stories
___ Differentiated
Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
 Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works

G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

ANNA FAITN M. ABUDA VICTOR G, DE VERA JR.
SUBSTITUTE -TEACHER I Master Teacher II

Noted by:
EDGAR ALLAN R. CALORA, PhD
Principal III