MATATAG K TO 10 CURRICULUM School BANTAY ELEMENTARY SCHOOL Grade Level GRADE 4

LESSON EXEMPLAR Teacher ALELI O. LANDOY Subject: MATHEMATICS

Date FEBRUARY 20, 2025 Quarter QUARTER 4, WEEK 2
Parts of the Lesson Plan
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learner should have knowledge and understanding of:
1. simple patterns
2. number sentences
B. Performance Standards By the end of the quarter, the learners are able to:
1. generate a simple pattern and describe the rule used. (NA)
2. complete number sentences to represent number properties and number facts. (NA)
C. Learning Competencies and By the end of the quarter, the learners:
Objectives 1. describe the rule used to generate a given simple pattern.
2. complete number sentences to represent number properties and number facts.
D. Content Simple patterns Number
sentence
E. Integration Patterns in Nature
II. LEARNING RESOURCES
 Manitoba Education and Training. (2017). Grade 4 mathematics: patterns and relations. ISBN: 978-0-7711-
8041-5. [Link]
III. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHERS
A. Activating prior Find the next three numbers in the pattern. Describe the rule for the pattern.
knowledge 1.) 7, 11, 15, 19, , ,
(Minds and Moods) The rule for the pattern is:

The next three numbers are:

.
2.) 1, 3, 9, 27, , ,
The rule for the pattern is:

The next three numbers are:

3.) 25, 23, 21, 19, , ,

 The rule for the pattern is:

The next three numbers are:

.
B. Establishing Lesson 1. Lesson Purpose
Purpose Activity 3. Number Facts Check (Drill Activity)
(Aims) Flash Cards. Let learners determine the sum, difference, product, and quotient
of two numbers.
C. Developing and SUB-TOPIC 2: Finding the Missing Numbers
Deepening 1. Explicitation
Understanding After checking the prior knowledge of learners on number facts (see Activity 3),
(Tasks and Thoughts) discuss the following:

Addition and Subtraction are opposite operations.

Multiplication and Division are opposite operations.

2. Worked Example
Nena wants to buy a pencil case worth ₱80. She saves ₱10 a day. After how
many days can she save enough money to buy the pencil case?

Solution.
 Number Sentence: savings × number of days = ₱80

= ₱80
₱10 ×
_

To get the number of days: ₱80 ÷ ₱10 =N

Answer: ₱80 – ₱10 =8

It takes 8 days.

40 ÷
Example 2. Find the missing value in the number sentence:
=5

To get the missing divisor: 40 ÷ 5 =

Solution.

N ÷ 8 = 12
Example 3. Find the value of N in the number sentence:

To get the missing divisor: 8 × 12 = N

Solution.

Answer: 8 × 12 = 96, therefore N = 96.

3. Lesson Activity
A. Find the value of N in the following number sentences:

90 ÷ N = 6
1. 19 + N = 67 6. 86 - N = 52
1. 48 6. 34
N × 18 = 90
2. N + 22 = 59 7.
2. 37 7. 15

20 × N = 100
3. 64 - N = 30
25 × N = 175
8. 3. 34 8. 5

N ÷ 9 = 15
4. 9. 4. 5 9. 7
5. 10. 56 - N = 14 5. 135 10. 42

D. Making Generalizations 1. Learners’ Takeaways

(Abstraction) DAY 1-4
Per sub-topic, ask students what three things they have learned. Let them
write it in their notebook and ask one to two students to share it with the
class.

Homework. Look at your surroundings, can you see patterns? Make a

photo collage of the patterns.
 IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning Write the missing numbers that will complete the pattern.
(Tools for Assessment) 1. 6, 10, 14, 18 , , 26, 1. 22, 30
2. 10, 20 , 30, , 50, 60, 2. 40, 70
3. 8, 13, 18, , 28, 33, 3. 23, 38
4. 8, 16, 24, 32, , 48,______, 64 4. 40, 56
5. 32, 16, 8, ,_______, 1 5. 4, 2

B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered
Remarks of the following areas: observations related to the effective practices
and problems encountered after utilizing the
strategies explored different strategies, materials used, learner
engagement, and other related stuff.
materials used

learner engagement/ Teachers may also suggest ways to improve the

interaction different activities explored/lesson exemplar.

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the LAC/Collab
sessions.
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

MATATAG K TO 10 CURRICULUM School BANTAY ELEMENTARY SCHOOL Grade Level GRADE 4

LESSON EXEMPLAR Teacher ALELI O. LANDOY Subject: MATHEMATICS
 Date FEBRUARY 19, 2025 Quarter QUARTER 4, WEEK 2
Parts of the Lesson Plan
V. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learner should have knowledge and understanding of:
3. simple patterns
4. number sentences
B. Performance Standards By the end of the quarter, the learners are able to:
3. generate a simple pattern and describe the rule used. (NA)
4. complete number sentences to represent number properties and number facts. (NA)
C. Learning Competencies and By the end of the quarter, the learners:
Objectives 3. describe the rule used to generate a given simple pattern.
4. complete number sentences to represent number properties and number facts.
D. Content Simple patterns Number
sentence
E. Integration Patterns in Nature
VI. LEARNING RESOURCES
 Manitoba Education and Training. (2017). Grade 4 mathematics: patterns and relations. ISBN: 978-0-7711-
8041-5. [Link]
VII. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHERS
E. Activating prior DAY 3
knowledge 1. Checking of assignment
(Minds and Moods)
F. Establishing Lesson 2. Lesson Purpose
Purpose DAY 3
(Aims) Activity 3. Number Facts Check (Drill Activity)
Flash Cards. Let learners determine the sum, difference, product, and quotient
of two numbers.

2 . Unlocking Content Vocabulary

DAY 3
Number sentences are a combination of numbers and mathematical
operations.
G. Developing and SUB-TOPIC 2: Finding the Missing Numbers In this section, help the learners
Deepening 1. Explicitation cognitively by asking
Understanding After checking the prior knowledge of learners on number facts (see Activity 3), metacognitive questions. As a
(Tasks and Thoughts) discuss the following: teacher, you also model
metacognition.
 Addition and Subtraction are opposite operations. Example (in example 1):
● What operation is
indicated?
● What is missing?

*Let learners do the checking:

Example: 20 + 8 = 28 (true) You
can use a box for the missing
value.

Multiplication and Division are opposite operations.

In example 3, you can introduce
the letter N to solve the number
sentence. This is also one way to
bridge arithmetic thinking and
algebraic thinking.

N could be thought of as “No value

yet”. This will help learners to find
the value of N.
2. Worked Example
Example 1. Find the missing value in the number sentence:
20 + = 28
Solution.
To get the missing addend: 28 - 20 =

Example 2. Problem Solving.

The total cost of buying a ballpen and a notebook is ₱43. If a ballpen
costs
₱15, how much is a notebook?
Solution.
 Example 3. Find the value of N in the number sentence:
18 - N = 5
Solution.
To get the missing subtrahend: 18 - 5 = N
Answer: 18 - 5 = 13, therefore N = 13.

Example 4. Find the value of N in the number sentence:

N - 37 = 68
Solution.
To get the missing minuend: 37 + 68 = N Answer: 37 + 68 = 105, therefore N = 105.
H. Making Generalizations 2. Learners’ Takeaways
(Abstraction) DAY 1-4
Per sub-topic, ask students what three things they have learned. Let them
write it in their notebook and ask one to two students to share it with the
class.

Homework. Look at your surroundings, can you see patterns? Make a

photo collage of the patterns.

VIII. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

B. Evaluating Learning III. Find the value of N to make the number sentence true.
(Tools for Assessment) 1. 35 + N = 51

3. 12 × N = 96
2. 63 - N = 28

4. 144 ÷ N = 6

6. 49 ÷ N = 12 - 5
5. N - 67 = 42

8. N × 8 = 34 + 22
7. 56 + 23 = 132 - N

9. 8 × N = 16 × 4
10. 87 - N = 7 × 5

B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered
Remarks of the following areas: observations related to the effective practices
and problems encountered after utilizing the
strategies explored different strategies, materials used, learner
engagement, and other related stuff.
materials used
 learner engagement/
interaction Teachers may also suggest ways to improve the
different activities explored/lesson exemplar.
others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the LAC/Collab
sessions.
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

MATATAG K TO 10 CURRICULUM School BANTAY ELEMENTARY SCHOOL Grade Level GRADE 4

LESSON EXEMPLAR Teacher ALELI O. LANDOY Subject: MATHEMATICS
 Date FEBRUARY 18, 2025 Quarter QUARTER 4, WEEK 2
Parts of the Lesson Plan
IX. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learner should have knowledge and understanding of:
5. simple patterns
6. number sentences
B. Performance Standards By the end of the quarter, the learners are able to:
5. generate a simple pattern and describe the rule used. (NA)
6. complete number sentences to represent number properties and number facts. (NA)
C. Learning Competencies and By the end of the quarter, the learners:
Objectives 5. describe the rule used to generate a given simple pattern.
6. complete number sentences to represent number properties and number facts.
D. Content Simple patterns
Number sentence
E. Integration Patterns in Nature
X. LEARNING RESOURCES
 Manitoba Education and Training. (2017). Grade 4 mathematics: patterns and relations. ISBN: 978-0-7711-
8041-5. [Link]
XI. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHERS
I. Activating prior DAY 1
knowledge 1. Short Review
(Minds and Moods)

J. Establishing Lesson 3. Lesson Purpose

Purpose For Sub-topic
(Aims) 1. Analysis of
Activity 1.
1. Can you write the number pattern that describes the picture
above?
2. Is the pattern increasing or decreasing? Why?
 Can you state the rule that describes the pattern?

Analysis of Activity 2.
1. State the rule that describes each pattern.
2. Which pattern is repeating?

K. Developing and DAY 1-2

Deepening Understanding SUB-TOPIC 1: Rules in Generating Patterns
(Tasks and Thoughts) 1. Explicitation
After doing Activities 1 and 2 and their analyses, the teacher will This section explains the rules in
discuss the following: patterns.
Identifying and Extending Patterns:
 Find what is changing in the patterns.
 Check if that same pattern applies throughout the sequence to
create the
“rule”.
 Use the rule to extend the pattern.

Number Patterns
 Increasing number patterns – patterns whose numbers are getting
bigger.
 Decreasing number patterns - patterns whose numbers are getting
smaller. Examples are given with a step-by-
step process of finding the
unknown/ missing terms with a
2. Worked Example specific rule.
Example 1. Find the next 3 numbers in this pattern.
7, 10, 13, 16, , , Think: Use arrows from the previous term
The
going to the next term to make
number s
- learners pay attention to
Solution.
increase
by 3 from
The rule for the pattern is: “Add 3 to the previous term to
left to

get the next number.”

So, the next three numbers are 19, 22, 25.

Example 2. What are the next three numbers in this

pattern? Think:
The
24, 20, 26, 12, , , numbers decrease
 by 4
Solution.
The from left to
right.
rule for the pattern is: “Subtract 4 to the previous term
to get the next number.”
So, the next 3 numbers are: 8, 4, 0.

Example 3. What are the next 3 numbers in this pattern?

1, 2, 4, 8, , , Think:
Each
Solution. number is
twice
The rule for the pattern is: “Multiply 2 to the previous term the
number to
its left.
to get the number.”
So, the next 3 numbers are 16, 32, 64.

Example 4. What are the next 3 numbers in this pattern?

4 096, 2 048, 1 024, Think: Each
, ,
number

to the

Try dividing by 2: 4,096 ÷ 2 = 2,048

right is half
Solution. the number to
the
left.
The rule of the pattern is: “Divide 2 to the previous
term to get the next number.”
So, the next 3 numbers are 512, 256, 128.

Patterns in Tables
Example 5. Study the table below. What is the total cost of printing 6 t-
shirts?

Solution.
The rule for the pattern is: “Multiply 50 to get to the next number.” Answer:
It will cost ₱300 to print on 6 t-shirts.

B.2. Mark made a chart for this pattern.

Image Source: [Link]

1) What should be in Figure 6? Draw the figure.

2) Describe the pattern using a number pattern.
L. Making Generalizations 3. Learners’ Takeaways
(Abstraction) DAY 1-4
Per sub-topic, ask students what three things they have learned. Let
them write it in their notebook and ask one to two students to share it
with the class.

Homework. Look at your surroundings, can you see patterns? Make a

photo collage of the patterns.

XII. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

C. Evaluating Learning
(Tools for Assessment)

B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered
Remarks of the following areas: observations related to the effective practices
and problems encountered after utilizing the
strategies explored different strategies, materials used, learner
engagement, and other related stuff.
materials used

learner engagement/ Teachers may also suggest ways to improve the

interaction different activities explored/lesson exemplar.

others
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the LAC/Collab
sessions.
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?
MATATAG K TO 10 CURRICULUM School BANTAY ELEMENTARY SCHOOL Grade Level GRADE 4
LESSON EXEMPLAR Teacher ALELI O. LANDOY Subject: MATHEMATICS
Date FEBRUARY 12, 2025 Quarter QUARTER 4, WEEK 1
Parts of the Lesson Plan
XIII. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learners should have knowledge and understanding of presentation and interpretation of data in tabular form and in a
single line graph.
B. Performance Standards By the end of the quarter, the learners are able to present and interpret data in tabular form and in a single-line graph.
C. Learning Competencies and 1. Collect data with time elements using appropriate sources.
2. Present data in a tabular form, or in a single line graph.
Objectives 3. Interpret data presented in a tabular form, or in a single line graph.
4. Solve problems using data for at most two variables in a tabular form, or in a single line graph.
D. Content Collecting, Presenting and Interpreting Data
E. Integration Entrepreneurship
XIV. LEARNING RESOURCES
 TeachableMath. (2022, May 6). Fraction Shape Maker - TeachableMath. [Link]
 The Math Learning Center. (n.d.). Fractions by the Math Learning Center. [Link]
 Toy Theater. (2022, April 29). Fraction bars. Toy Theater | Learn • Create • Play. [Link]
XV. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHERS
M. Activating prior Activity 1: Name It! Instruction: Show the following pictures of graphs to the
knowledge class. Let them identify what type of graph is it.
(Minds and Moods)

N. Establishing Lesson Activity 2: Analyze It! Instruction: Let the learners analyze the situation below.
Purpose After that, let them answer the question that follows. Joana owns a grocery store.
One of the products she sells in her store is ice cream. During the first week of
(Aims) May, her weekly ice cream sales are as follows:

O. Developing and Introduce the steps in presenting data in tabular form. In presenting data in
Deepening Understanding tabular form:
 (Tasks and Thoughts) 1. Determine the needed number of columns and rows.
2. Label properly the first row of the table depending on the data collected (You
may also use the first column for this).
3. Include a title that briefly describes that data presented.

Worked Example
Jaychelle, a resident of Liliw, interviewed the owner of Badong’s Footwear to
determine number of pairs of slippers they sold each month last 2022. According
to the owner, they sold 125 pairs in January, 200 pairs in February, 175 pairs in
March, 475 pairs in April, 50 pairs in May, 100 pairs in June, 300 pairs in July, 150
pairs in August, 150 pairs in September, 50 pairs in October, 350 pairs in
November, and 400 pairs in December. Present the data collected using a table.
P. Making Generalizations 1. What are the key concepts of our lesson?
(Abstraction) 2. Which part of the lesson is the easiest for you? Why?
3. Which part of the lesson is the hardest for you? Why?
4. How are we as a class today?
XVI. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

D. Evaluating Learning Activity 4. Interpret It!

(Tools for Assessment) Instruction: Let the learners analyze the situation presented on a line graph. After
that, let them answer the questions that follows. George works as a salesman in
an authorized car showroom. He records the number of cars he sold in five days
(Monday to Friday) on a line graph.

B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered
Remarks of the following areas: observations related to the effective practices
and problems encountered after utilizing the
strategies explored different strategies, materials used, learner
engagement, and other related stuff.
materials used

learner engagement/ Teachers may also suggest ways to improve the

interaction different activities explored/lesson exemplar.
 others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the LAC/Collab
sessions.
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?
MATATAG K TO 10 CURRICULUM School BANTAY ELEMENTARY SCHOOL Grade Level GRADE 4
LESSON EXEMPLAR Teacher ALELI O. LANDOY Subject: MATHEMATICS
Date FEBRUARY 17, 2025 Quarter QUARTER 4, WEEK 2
Parts of the Lesson Plan
XVII. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learner should have knowledge and understanding of:
7. simple patterns
8. number sentences
B. Performance Standards By the end of the quarter, the learners are able to:
7. generate a simple pattern and describe the rule used. (NA)
8. complete number sentences to represent number properties and number facts. (NA)
C. Learning Competencies and By the end of the quarter, the learners:
Objectives 7. describe the rule used to generate a given simple pattern.
8. complete number sentences to represent number properties and number facts.
D. Content Simple patterns
Number sentence
E. Integration Patterns in Nature
XVIII. LEARNING RESOURCES
 Manitoba Education and Training. (2017). Grade 4 mathematics: patterns and relations. ISBN: 978-0-7711-
8041-5. [Link]
XIX. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHERS
Q. Activating prior DAY 1
knowledge 1. Short Review
(Minds and Moods) Activity 1. Who's next?
Instructions. Study the picture below and draw the next figures.
Sample Activity:

Image Source: [Link]

R. Establishing Lesson 4. Lesson Purpose
Purpose DAY 1
(Aims) For Sub-topic
 1. Analysis of
Activity 1.
1. Can you write the number pattern that describes the picture
above?
2. Is the pattern increasing or decreasing? Why?
Can you state the rule that describes the pattern?

Analysis of Activity 2.
3. State the rule that describes each pattern.
4. Which pattern is repeating?

S. Developing and DAY 1-2

Deepening Understanding SUB-TOPIC 1: Rules in Generating Patterns
(Tasks and Thoughts) 3. Explicitation
After doing Activities 1 and 2 and their analyses, the teacher will This section explains the rules in
discuss the following: patterns.
Identifying and Extending Patterns:
 Find what is changing in the patterns.
 Check if that same pattern applies throughout the sequence to
create the
“rule”.
 Use the rule to extend the pattern.

Number Patterns
 Increasing number patterns – patterns whose numbers are getting
bigger.
 Decreasing number patterns - patterns whose numbers are getting
smaller. Examples are given with a step-by-
step process of finding the
unknown/ missing terms with a
4. Worked Example specific rule.
Example 1. Find the next 3 numbers in this pattern.
7, 10, 13, 16, , , Think: Use arrows from the previous term
The
going to the next term to make
number s
- learners pay attention to
Solution.
increase
by 3 from
The rule for the pattern is: “Add 3 to the previous term to
left to

get the next number.”

So, the next three numbers are 19, 22, 25.
Example 2. What are the next three numbers in this
pattern? Think:
The
24, 20, 26, 12, , , numbers decrease
by 4
Solution.
The from left to
right.
rule for the pattern is: “Subtract 4 to the previous term
to get the next number.”
So, the next 3 numbers are: 8, 4, 0.

Example 3. What are the next 3 numbers in this pattern?

1, 2, 4, 8, , , Think:
Each
Solution. number is
twice
The rule for the pattern is: “Multiply 2 to the previous term the
number to
its left.
to get the number.”
So, the next 3 numbers are 16, 32, 64.

Example 4. What are the next 3 numbers in this pattern?

4 096, 2 048, 1 024, Think: Each
, ,
number

to the

Try dividing by 2: 4,096 ÷ 2 = 2,048

right is half
Solution. the number to
the
left.
The rule of the pattern is: “Divide 2 to the previous
term to get the next number.”
So, the next 3 numbers are 512, 256, 128.

Patterns in Tables
Example 5. Study the table below. What is the total cost of printing 6 t-
shirts?
 Solution.
The rule for the pattern is: “Multiply 50 to get to the next number.” Answer:
It will cost ₱300 to print on 6 t-shirts.
 B.2. Mark made a chart for this pattern.

Image Source: [Link]

3) What should be in Figure 6? Draw the figure.

4) Describe the pattern using a number pattern.

T. Making Generalizations 4. Learners’ Takeaways

(Abstraction) DAY 1-4
Per sub-topic, ask students what three things they have learned. Let
them write it in their notebook and ask one to two students to share it
with the class.

Homework. Look at your surroundings, can you see patterns? Make a

photo collage of the patterns.

XX. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

E. Evaluating Learning 1. Formative Assessment Answers: I.

(Tools for Assessment) I. Draw the next term in the pattern.
1.
1.

2.
 2.
B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered
Remarks of the following areas: observations related to the effective practices
and problems encountered after utilizing the
strategies explored different strategies, materials used, learner
engagement, and other related stuff.
materials used

learner engagement/ Teachers may also suggest ways to improve the

interaction different activities explored/lesson exemplar.

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the LAC/Collab
sessions.
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?
MATATAG K TO 10 CURRICULUM School BANTAY ELEMENTARY SCHOOL Grade Level GRADE 4
LESSON EXEMPLAR Teacher ALELI O. LANDOY Subject: MATHEMATICS
Date FEBRUARY 12, 2025 Quarter QUARTER 4, WEEK 1
Parts of the Lesson Plan
XXI. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standard The learners should have knowledge and understanding of presentation and interpretation of data in tabular form and in a
single line graph.
B. Performance Standards By the end of the quarter, the learners are able to present and interpret data in tabular form and in a single-line graph.
C. Learning Competencies and 1. Collect data with time elements using appropriate sources.
2. Present data in a tabular form, or in a single line graph.
Objectives 3. Interpret data presented in a tabular form, or in a single line graph.
4. Solve problems using data for at most two variables in a tabular form, or in a single line graph.
D. Content Collecting, Presenting and Interpreting Data
E. Integration Entrepreneurship
XXII. LEARNING RESOURCES
 TeachableMath. (2022, May 6). Fraction Shape Maker - TeachableMath. [Link]
 The Math Learning Center. (n.d.). Fractions by the Math Learning Center. [Link]
 Toy Theater. (2022, April 29). Fraction bars. Toy Theater | Learn • Create • Play. [Link]
XXIII. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHERS
U. Activating prior Activity 1: Name It! Instruction: Show the following pictures of graphs to the
knowledge class. Let them identify what type of graph is it.
(Minds and Moods)
 V. Establishing Lesson Activity 2: Analyze It! Instruction: Let the learners analyze the situation below.
Purpose After that, let them answer the question that follows. Joana owns a grocery store.
One of the products she sells in her store is ice cream. During the first week of
(Aims) May, her weekly ice cream sales are as follows:

W. Developing and Introduce the steps in presenting data in tabular form. In presenting data in
Deepening Understanding tabular form:
1. Determine the needed number of columns and rows.
(Tasks and Thoughts) 2. Label properly the first row of the table depending on the data collected (You
may also use the first column for this).
3. Include a title that briefly describes that data presented.

Worked Example
Jaychelle, a resident of Liliw, interviewed the owner of Badong’s Footwear to
determine number of pairs of slippers they sold each month last 2022. According
to the owner, they sold 125 pairs in January, 200 pairs in February, 175 pairs in
March, 475 pairs in April, 50 pairs in May, 100 pairs in June, 300 pairs in July, 150
pairs in August, 150 pairs in September, 50 pairs in October, 350 pairs in
November, and 400 pairs in December. Present the data collected using a table.
X. Making Generalizations 1. What are the key concepts of our lesson?
(Abstraction) 2. Which part of the lesson is the easiest for you? Why?
3. Which part of the lesson is the hardest for you? Why?
4. How are we as a class today?
XXIV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

F. Evaluating Learning Activity 4. Interpret It!

(Tools for Assessment) Instruction: Let the learners analyze the situation presented on a line graph. After
that, let them answer the questions that follows. George works as a salesman in
an authorized car showroom. He records the number of cars he sold in five days
(Monday to Friday) on a line graph.
B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered
Remarks of the following areas: observations related to the effective practices
and problems encountered after utilizing the
strategies explored different strategies, materials used, learner
engagement, and other related stuff.
materials used

learner engagement/ Teachers may also suggest ways to improve the

interaction different activities explored/lesson exemplar.

others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection  principles behind the teaching conducted/facilitated is essential and
What principles and beliefs informed my lesson? necessary to improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the LAC/Collab
sessions.
 students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?