THE 4A’S

MODEL APPROACH
https://mamawiz.wordpress.com/2016/12/09/sample-lesson-plan-in-math-
4as-model-appproach/
 WHAT IS A LESSON PLAN?
A Lesson Plan is the framework for a
lesson. It is a guide for how a lesson to be
taught. It is an important part of education. It is
a written plan of what a teacher will do in order
to achieve the goals during the school day,
week, and year.
 PARTS OF A LESSON PLAN

I. Objectives
II. Subject Matter
III. Procedures
IV. Evaluation
V. Assignment
THE 4A’S MODEL APPROACH
 ACTIVITY

This will bring understanding to what

the learners already know and clarity
to what learners should learn further.
At this early stage, the learner should
already have a retrospect of what they
will be learning through the activity
that will be presented.
 ANALYSIS
 A more in-depth understanding of the lesson. It
is another phase where the learners will process
and clarify what is valid and not.
The teacher on this part will ask further
questions and will also lead as a facilitator rather
than mere lecturing and sharing facts and ideas.
The learners know a wider of the lesson but at
the same time draws closer to the main topic.
 ABSTRACTION
The teacher on this part will now focus
entirely on the lesson being presented and
ask more lead questions to lead the
learners in reinforcing what they know and
should know more. The learner starts to
feel more the importance of the lesson and
see the necessity of it to his life.
 APPLICATION
The teacher plans for ways students can
take in the new information, consolidate it,
and apply it in new and useful ways. This
stage bring the learners to a more practical
way of how they can use what they have
learned and thinking of new ways on how
it can be improved further.
SAMPLE LESSON PLAN IN MATH 4 A’S
APPROACH

I. Objectives:
• Solve word problems involving addition of similar
and dissimilar fractions
• Follow the 4-step plan in solving word problems
involving addition of similar and dissimilar fractions
• Appreciate the value of sharing
II. Subject Matter:
•New Topic: Solving Word Problems Involving Addition of
Fractions
Prerequisite Skills:
•Changing improper fractions to mixed numbers and vice
versa
•Changing fractions to lowest terms
•Changing fractions to similar terms
•Adding similar and dissimilar fractions
•Steps in solving word problems (4-Step Plan)
• References:
• CG Code M4NS-IIh-87.1
• TG pages160-164
• LM pages 128-130
• Mathematics for a Better Life 4 LG pages 290-293
• Materials: Chart, flashcards, activity sheets, manila paper and pens
III. Procedure:
A. Preparatory Activities
1. Drill: Conduct a drill on changing dissimilar fractions to
similar fractions using flashcards.
Examples: a. 3/5, 4/15=
b. 4/7, 3/21=
(Provide more exercises.)
2. Review: Have a review on adding similar and dissimilar
fractions.
Find the magic sum by completing the magic squares. Use 1-9 as
your numerator without repeating the digits. Then, add the rows
and columns to get the same sum or the magic sum.
3. Motivation
Show a picture of a cake and say, “Suppose you have a whole
cake. What would you do with it?” Elicit from them the value of
sharing.
B. Developmental Activities
1. Presentation
Present this problem. Ask the pupils to read and
understand it.
Kris baked a banana cake for her family. Her
brother ate 3/10 while her sister ate ¼. She gave the
rest of the cake to her neighbours. What part of the
cake did Kris’ brother and sister eat in all?
Ask: Who baked a cake? What portion of the cake
did Kris’ brother eat? What about her sister? What kind
of person is Kris when she gave the rest of the cake to
her neighbours?
What does the problem ask for? How will you solve
the problem? (By following the 4-step plan)
2. Activity
Group the class into 5 groups.
Say: Now that you have grouped yourselves, I will give
each group activity sheets, manila paper and pens. You
write your answer on the paper strips. All members
should participate, ok? And don’t make loud noises.
Distribute the materials to each group.
3. Analysis
Have the pupils share their answers with the class. Check
their answers and provide the correct answers if any. Ask
them how and where they got their answer on each step.
Provide another problem if needed.
(Ask: How did you solve the problem? Where did you get
your answer? How do you know that you need to add? )
4. Abstraction
What are the steps in solving word problems involving
addition of fractions?
In solving problems, we follow these steps (4-Step Plan):
1. Understand
Know  what the problem asked
Determine the given facts
2. Plan
Determine the operation to use
Write the number sentence
3. Solve
Show the solution to the problem
4. Check and Look Back
Check if the answer is reasonable
State the complete answer.
5. Application
Read each problem carefully and then solve using the 4-step
plan.
1. Francis rode his bicycle ½ kilometre to school, 1/5 kilometre
to the store, and 2/10 kilometre home. What is the total distance
travelled by Francis?
2. Father bought a pizza. Tess ate 2/5 part and Lotis ate 2/10.
How much of the pizza did they eat in all?
3. Mother plans to buy ½ kilogram of chicken and 2/5 kilogram
of beef. How many kilograms of meat does she plan to buy?
4. Marlyn has 3 pieces of lace each measuring 1/7 meter, 5/7
meter and 3/7 meter. How long are the pieces of lace put
together?
5. Rhodora has 2/8 meter of ribbon. Elle’s ribbon is 4/8 meter
longer than Rhodora’s. How many meters of ribbon do the girls
have altogether?
IV. Evaluation:
Solve the following problems using the 4-step plan.
1. Andy has three pieces of wood each measuring 5/6
meter, ¾ meter, and 2/3 meter. How long is the wood put
together?
2. Jeff jogged 5/12 kilometre while Jonathan jogged 7/12
kilometre. How far did they jog altogether?
V. Assignment:
Read and solve.
1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½
meter longer than Mitchie’s. How many meters of ribbon
do the girls have altogether?
2. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8
kilogram of carrots, and ¼ kilogram of tomatoes. How
many kilograms of vegetables did Mrs. Romero buy in all?