June 04, 2019

MATHEMATICS IV-SC
1:00-1:40pm

I. Objective:
Visualize numbers up to 100 000 with emphasis on numbers 10 001 – 50 000.

II. A. Prerequisite Concept and skills

Visualizing numbers from 1001 to 10 000.
Associating numbers with set having 1001 to 10 000.
B. Materials
Flats, longs, and units or ones, cut-outs of number discs (10 000s, 1000s, 100, 10s)
C. References
K to 12-M4NS- Ia-1.4
Teachers Guide: pp. 4-6
Leaners Material: pp. 2-3

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Have a drill on visualizing numbers 1001 to 10 000.
2. Review
Conduct a review on associating numbers with sets having 1001 to 10 000 objects.

B. Developmental Activities
1. Presentation
Present this situation to the class.
A group of farmers donated a total of 12,364 of rice to the typhoon
victims.

2. Performing the Activities

Can you imagine how big the number 12,364?
One way you can imagine is to think of discs to represent the number as shown below.
1000 100 100 10 10 1 1
10,000
10 10 1
1000 100 1
10 10
How many 10 000 do we have?
How many hundreds do we have?
How many tens?
How many ones?

3. Reinforcing the concept and skills

What number is represented by these number discs?
1. 1000 100 10 10 10
10,00 1 1 1
1000 100 100 100
10,0 10
100 10 100 1 1 1
10,00 1000
1 1
2.
10,00 100 100 100 100
1 1 1
10,00 100 100 100 100
1 1
1
 4. Generalization
How to visualize numbers 10, 001 to 50, 000?

5. Application
Draw number discs to show the following numbers.
1. 29,902 2. 17,639 3. 50,000 4. 22,548 5. 15,592

IV. Assessment
Draw number cards/discs to show these numbers.
1. 49,999 2. 21, 037 3. 11, 647 4. 32, 825 5. 20, 524

V. Assignment
Draw number cards/discs to show these numbers.
1. 35, 650 2. 24,893 3. 19,679 4. 36 450 5. 15 761

June 07, 2019

FRIDAY
MATHEMATICS IV-SC
1:00-1:50PM
I. Objective:
Visualize numbers up to 100 000 with emphasis on numbers 50 001 – 100 000.

II. A. Prerequisite Concepts and skills

Visualizing numbers from 10 001 to 50 000
Associating numbers with sets having 10 001 to 50 000 objects
B. Materials
Cutouts of number discs (10 000s, 1000s, 100s, 10s, 1s)
A. References
K to 12-M4NS- Ig-1.4
Teachers Guide: pp. 7- 9
Leaners Materials: pp. 4-5

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Using cutouts of number discs, show these numbers.
1. 22 105 2. 41 408 3. 32 637 4. 24 918 5. 12 231

2. Review
Associating numbers with sets having 10,001 to 50,000.
1. 12 221 2. 31 213 3. 32 112 4. 23 546 5. 24 332

3. Motivation
Have you ever joined a tree planting activity in your school?
Or did you ever plant tree seedlings in your backyard?
Why do you think is it important to plant trees?

B. Developmental Activities
1. Presentation
Present this situation to the class.
A group of students from different schools in Luzon joined a Tree-Planting activity. There were 52 134 trees
planted in all. Do you know how big 52, 134 is?

2. Performing the Activities

Group Work : Using cutouts of number discs to visualize 52, 134.
10,00 10,00 100 10 10 1 1
10
10,00 10,00
100 10 1 1
10,00

How many 10 000s discs did you use?

How many 1000s discs?
How many 100s discs?
How many 10s discs?
How many 1s discs?

3. Reinforcing the concept and skills

Using your number discs, show these number.
1. 56 370 2. 87 958 3. 68 063 4. 99 950 5. 98 600

4. Generalization
How to visualize numbers 50, 001 to 100,000?
 To visualize numbers from 50 001 to 100 000, we use number discs such as 10 000s, 1000s, 100s,
10s, 1s.

5. Application
Draw the number discs to show the following numbers.
1. 50 250 2. 64 986 3. 72 134 4. 80 900 5. 90 890

IV. Assessment
Draw number cards/discs to show these numbers.
1. 68 120 2. 78 943 3. 75 324 4. 89 745
5.. Don Miguel harvested a total of 68 460 kilograms of lanzones in one harvest season.

V. Assignment
Draw number cards/discs to show these numbers.
1.51 200 2. 65 780 3. 78 925 4. 83 562 5. 96 787
June 10, 2019
MONDAY
MATHEMATICS IV-SC
1:00-1:50PM
I. Objective:
Visualize numbers up to 100 000 with emphasis on numbers 50 001 – 100 000.

II. A. Prerequisite Concepts and skills

Visualizing numbers from 10 001 to 50 000
Associating numbers with sets having 10 001 to 50 000 objects
B. Materials
Cutouts of number discs (10 000s, 1000s, 100s, 10s, 1s)
C. References
K to 12-M4NS- Ig-1.4
Teachers Guide: pp. 7- 9
Leaners Materials: pp. 4-5

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Using cutouts of number discs, show these numbers.
1. 20 125 2. 11 228 3. 25 607 4. 20 978 5. 35 231

2. Review
Associating numbers with sets having 10,001 to 50,000.
1. 11 231 2. 22 203 3. 12 662 4. 23 576 5. 50 322

B. Developmental Activities
1. Presentation
Present this situation to the class.

A total of 54 675 teachers and students joined the Save Mother Earth Campaign.

2. Performing the Activities

How will you use show 54 675?
Can you use number discs to show 54 675.
10,00 10,00 100 100 10 10
10 10 1
1
10,00 10,00 10
100 100 10 10
10 1
1
10,00
10 10 10 10 10 1

Five 10 000s Four 1000s Six 100s Seven 10s

Five 1s
50 000 4000 600 70 5

How many 10 000s discs did you use?

How many 1000s discs?
How many 100s discs?
How many 10s discs?
How many 1s discs?

3. Reinforcing the concept and skills

Write your answer to each item in your notebook.
1. A cargo ship is loaded with 35 650 kilograms of rice. Draw number discs to show the given
number.
2. How will you show the number 40 090 using number discs?
 3. There were 24 893 children and adults who watched the football game. Draw number discs to
show the given number.
4. Mr. Ong bought some appliances worth Php 85 675. Represent this amount using number
discs.
5. Don Miguel harvested a total of 68 460 kilograms of lanzones in one harvested season.

4. Generalization
How to visualize numbers 50, 001 to 100,000?
To visualize numbers from 50 001 to 100 000, we use number discs such as 10 000s, 1000s, 100s,
10s, 1s.

5. Application
Draw the number discs to show the following numbers.
1. 58 982 2. 77 888 3. 89 975 4. 68 690 5. 99 999

IV. Assessment
Draw number cards/discs to show these numbers.
I.51 00 2. 65 780 3. 78 925 4. 83 562 5. 96 787

V. Assignment
Write the number for the following.
1. 5 ten thousands, 8 thousands, 9 tens, and 5 ones.
2. 7 ten thousands, 6 thousands, 7 tens, and 0 ones.
3. 8 ten thousands, 9 tens
4. 10 ten thousands
5. 6 ten thousands, 9 thousands, 5 hundreds, 9 tens, and 5 ones.
June 11, 2019
TUESDAY
MATHEMATICS IV-SC
1:00-1:50PM
I. Objective:

Give the place value and value of a digit numbers up to 100 000.

II. A. Prerequisite Concepts and skills

Identifying the place value and value of a digit numbers up to 100 000.
Renaming numbers in expanded form.
B. Materials
Flash Cards, place value chart, set of numbers written on cards, pocket chart, number discs
C. References
CG: M4NS- Ia-10.4
Teacher’ Guides: pp. 10-14
Learners Material: pp. 6-8

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Game (Number Tag Game)
2. Review
Place value and value of a digit in numbers from 1001 to 10 000.
3. Motivation
Why smaller pupils are seated in front while the bigger pupils are seated at the back?

B. Developmental Activities
1. Presentation
Present the value chart with a number.
Ten Thousands Hundreds Tens Ones
Thousands
4 2 3 6 5

Let them give the number represented by the number discs on the chart.
110010,00
10001 1
110,00 10,00
1
00
1
Ten Thousands Thousands Hundre Tens Ones
1 10
1
1000 1 1 10,00
1
ds
10

2. Discussion
How many ten thousands are there? Thousands? Hundreds? Tens? Ones?
How many many digits are there?
What is the place value of 4? 2? 3? 6? 5?
Let the pupils see the value of each digit by having them write the number in expanded form.
Digit Place value Value
5 x 1 = 5
6 x 10 = 60
3 x 100 = 300
2 x 1000 = 2000
4 x 10 000 = 40 000
3. Performing the Activities
Give the place value and value
Digit Place Value Value of the underlined digits.
6 65 981
5
9
8
1
 4. Reinforcing the concept and skills
Write the value of digits 4 in each of the numeral below.
1. 64 587
2. 67 840
3. 43 125
4. 80 456
5. 23 348

5. Generalization
How do you determined the value of a digit in a given number?
In giving the place value and value of a digit of a number up to 100 000.
 Identify the place value in which the digit belongs to as one, tens, hundreds thousands, ten
thousands.
 The value of a digit could be arrived at by multiplying said digit by its place value.
 The place value of a digit is always 10 times as great as the place value of the digit to its right.

6. Application
In the number 45 678, write the digit in the given place value.
1. Ten place
2. Thousands place
3. Hundreds place
4. Ten Thousands place
5. Ones place

IV. Assessment
Write the value of digit 4 in each of the numerals below.
1. 64 587 ______________ 4. 80 456 ______________
2. 67 840 ______________ 5. 23 348 ______________
3. 43 125 ______________

V. Assignment
A. Give the number represented by each of the following on your paper.
1.30 000 + 6 000 + 500 + 70 + 9
2.70 000 + 7 000 + 300 + 20 + 7 Remarks
3.80 000 + 6 000 + 200 + 60 + 5-
4-
B. Give the place value of 6 in each numeral.
4. 64 300
5. 46 432

June 12, 2019

WEDNESDAY
INDEPENDENCE DAY

June 13, 2019

THURSDAY
MATHEMATICS IV-SC
1:00-1:50PM
Do lesson plan dated June 11, 2019. It wasn’t realized because the adviser attended an urgent meeting at
the division office.

I. Objective:

Give the place value and value of a digit numbers up to 100 000.

II. A. Prerequisite Concepts and skills

Identifying the place value and value of a digit numbers up to 100 000.
Renaming numbers in expanded form.
B. Materials
Flash Cards, place value chart, set of numbers written on cards, pocket chart, number discs
C. References
CG: M4NS- Ia-10.4
Teacher’ Guides: pp. 10-14
Learners Material: pp. 6-8

III. Instructional Procedures

A. Preliminary Activities
2. Drill
Game (Number Tag Game)
2. Review
Place value and value of a digit in numbers from 1001 to 10 000.
3. Motivation
Why smaller pupils are seated in front while the bigger pupils are seated at the back?

B. Developmental Activities
1. Presentation
Present the value chart with a number.
Ten Thousands Hundreds Tens Ones
Thousands
4 2 3 6 5

Let them give the number represented by the number discs on the chart.
110010,00
10001 1
110,00 10,00
1
00
1
Ten Thousands Thousands Hundre Tens Ones
1 10
1
1000 1 1 10,00
1
ds
10

2. Discussion
How many ten thousands are there? Thousands? Hundreds? Tens? Ones?
How many many digits are there?
What is the place value of 4? 2? 3? 6? 5?
Let the pupils see the value of each digit by having them write the number in expanded form.
Digit Place value Value
5 x 1 = 5
6 x 10 = 60
3 x 100 = 300
2 x 1000 = 2000
4 x 10 000 = 40 000
 3. Performing the Activities
Give the place value and value of the underlined digits. 65 981
Digit Place Value Value
6
5
9
8
1
4. Reinforcing the concept and skills
Write the value of digits 4 in each of the numeral below.
1. 64 587
2. 67 840
3. 43 125
4. 80 456
5. 23 348

5. Generalization
How do you determined the value of a digit in a given number?
In giving the place value and value of a digit of a number up to 100 000.
 Identify the place value in which the digit belongs to as one, tens, hundreds thousands, ten
thousands.
 The value of a digit could be arrived at by multiplying said digit by its place value.
 The place value of a digit is always 10 times as great as the place value of the digit to its right.

7. Application
In the number 45 678, write the digit in the given place value.
1. Ten place
2. Thousands place
3. Hundreds place
4. Ten Thousands place
5. Ones place

IV. Assessment
Write the value of digit 4 in each of the numerals below.
4. 64 587 ______________ 4. 80 456 ______________
5. 67 840 ______________ 5. 23 348 ______________
6. 43 125 ______________

V. Assignment
A. Give the number represented by each of the following on your paper.
4.30 000 + 6 000 + 500 + 70 + 9
5.70 000 + 7 000 + 300 + 20 + 7 Remarks
6.80 000 + 6 000 + 200 + 60 + 5-
4-
B. Give the place value of 6 in each numeral.
4. 64 300
5. 46 432

June 14, 2019

FRIDAY
MATHEMATICS IV-SC
1:00-1:50PM
I. Objective:
Read and write numbers up to 100 000 in symbols and in words.

II. A. Prerequisite Concept and Skills

Reading and writing numbers from 1001 to 10 000.
Place value of whole number.
A. References
K to 12- M4NS- Ia-9.4
Teachers Guide: pp. 14-17
Learners Materials: pp. 9-11

B. Materials
Flash Cards, Show me boards.

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Game (Reading numbers using flash cards)
4 567 4 657 5 689
7 678 8 789 7 345

2. Review
Write the numbers in figures or symbols.
568 2 645 4 876 4 568

3. Motivation
Distribute a set of cards with numbers written in symbols and another set of cards with their
equivalent in words. Find your partner.
Ex: 2563- Two thousand five hundred sixty-three.
3 456 23 500 79 456 80 009

B. Developmental Activities
1. Presentation
The total production of corn from 2013 to 2014 of a certain region is fifty-one thousand nine hundred four
metric tons.
2. Discussion
Is it correct to write the number as 51 094? Why?
What is the correct way of writing this number?
How many digits does the number have? Can you read?

3. Performing the Activities

Read and write the numbers in words.
1. 45 351 2. 78 251
3. 23 751 4. 56 451
5. 56 500

4. Fixing Skills
Write the missing number between the given numbers. Then, read these number.
1. 45 456 _________ 45 458
2. 78 890 _________ 78 892
3. 67 123 _________ 67 125
4. 89 542 _________ 89 544
5. 56 899 _________ 56 901

5. Generalization
How do we read numbers from 10 001 to 100 000?
 How do we write numbers?

6. Application
Write the following number in words.
1. 18 980
2. 24 650
3. 56 087
4. 67 924
5. 79 346

IV. Evaluation
Match the numbers in symbols with the corresponding numbers in words. Write the correct letter on
the blank.
_____ 1. 34 546 a. eighty – one thousand two hundred seventy – eight.
_____ 2. 28 567 b. eighty – seven thousand four hundred fifty – six
_____ 3. 81 278 c. thirty – four thousand five hundred forty – six
_____ 4. 67 006 d. twenty – eight thousand five hundred sixty-seven
_____ 5. 87 456 e. sixty – seven thousand six

V. Assignment
A. Write the following numbers in symbols.
1. Fifty thousand nine.
2. Three hundred thousand eight.
3. Twelve thousand two hundred fifty-six.
4. Two hundred six thousand seven hundred thirteen.
5. Nine hundred thousand three hundred sixty-four.

B. Write the following numbers in words.

1. 378 456 2. 567 894
3. 780 008 4. 551 123
Remarks
5. 243 451
5-
4-

June 17, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Read and write numbers up to 100 000 in symbols and in words.

II. A. Prerequisite Concept and Skills

Reading and writing numbers from 1001 to 10 000.
Place value of whole number.
B. Materials
Flash Cards, Show me boards.
C. References
K to 12- M4NS- Ia-9.4
Teachers Guide: pp. 14-17
Learners Materials: pp. 9-11

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Game (Reading numbers using flash cards)
4 667 5 627 25 682
5 678 8 229 71 344

1. Review
Write the numbers in figures or symbols.
12 568 32 645 41 876 22 568

4. Motivation
Distribute a set of cards with numbers written in symbols and another set of cards with their
equivalent in words. Find your partner.
Ex: 2563- Two thousand five hundred sixty-three.
456 23 501 11 456 21 009

B. Developmental Activities
1. Presentation
The Bureau of Forest Development donated three seedlings to each pupil in Region 2. The total number
of seedlings donated was 64 821.
2. Discussion
How do you read and write the number 64 821 in words and in symbol?
The number 64 821 is read as “ sixty-four thousand eight hundred twenty-one.

3. Performing the Activities

Write the Following numbers in words.
1. 23 500 2. 20 078 3. 56 480 4. 75 369 5. 89 146

4. Fixing Skills
Write the Following numbers in words.
1. 79 456
2. 99 101
3. 45 900
4. 78 008
5. 80 009

5. Generalization
 How do we read numbers from 10 001 to 100 000?
How do we write numbers?

7. Application
Write the number in symbols.
1. Fifty-five thousand sixteen- ___________
2. Sixty-seven thousand two hundred three- ________
3. Eighty-four thousand nine- ________
4. Fifty- seven thousand two- ________
5. Forty-one thousand seventy- ______

IV. Evaluation

Write the Following numbers in words.

1. 36 008- ________________________________________
2. 76 003- ________________________________________
3. 45 021- ________________________________________
4. 78 703- ________________________________________
5. 68 234- ________________________________________

V. Assignment
A. Write the following numbers in words.
1. 77 050- ____________________________________
2. 30 238- ____________________________________
3. 70 001- ____________________________________
4. 88 010- ____________________________________
5. 68 234- ____________________________________
6. 100 000- ___________________________________
7. 67 203- ____________________________________
8. 98 000- ____________________________________
9. 23 008- ____________________________________
10. 89 234- ___________________________________

Remarks
5-
4-

June 18, 2019

TUESDAY
 MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Round numbers to the nearest thousands and ten thousands.

II. A. Prerequisite Concepts and skills

Rounding numbers to the nearest tens and hundreds.
Identifying the place value of a number.
Concepts of reading and writing a numbers.
B. Materials
Flash Cards, show me board, picture, number line
C. References
CG: M4NS- Ib-9.5.2
TG: pp. 18-21
LM: pp. 12-15

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Refer to power point (Spin the wheel). Round whole number to the nearest tens and hundreds.

2. Review
Round whole number to the nearest tens and hundreds.
1. 128 is nearest to _____ than_______. 6. 432 is nearest to _____ than_______.
2. 299 is nearest to _____ than_______. 7. 528 is nearest to ______ than ______.
3. 278 is nearest to _____ than_______. 8. 734 is nearest to _____ than_______.
4. 368 is nearest to _____ than_______. 9. 245 is nearest to _____ than_______.
5. 674 is nearest to _____ than_______. 10. 389 is nearest to _____ than_______.

3. Motivation
Show a picture of a big crowd of a people.
Can you tell the exact number of people in the rally or watching the game?
Sometimes there is no need for us to give the exact number. Instead was just approximate/
estimate how many people or things there are?
Why is it important to estimate?

B. Developmental Activities
1. Presentation

The election count in Barangay Sto. Tomas is almost over. Mrs. Ariola, one of the candidates, is leading the election.
She got a vote of 2500 and Mr. Fernandez, her opponent, got 2210 votes. By about how many more votes did Mrs Ariola have
than Mr. Fernandez?
2. Performing the Activities
Let us use a number line. Label it from 2000 to 3000.

2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 30000

To what number is it closer? 2000 or 3000?

Find 2500. Where it is closer?
By how many votes did Mrs. Ariola win? To what is it closer?

3. Fixing Skills
Round as indicated.
Money Round to the nearest
 Thousands Ten Thousands

₱ 24,500

₱ 38 650

₱ 42 820

₱ 63 248

₱ 59 750

4. Generalization
How do we round numbers?

5. Application
Round each number to the place value of the underlined digit.
1. 67 436- ____________ 2. 34 673- ____________ 3. 87 567- ____________
4. 82 562- ____________ 5. 34 982- ____________

IV. Assessment
Round the following to nearest
a. Thousands b. Ten Thousands
1. 98 345 ________________ 4.) 78 324 ________________
2. 67 452 ________________ 5.) 64 657 ________________
3. 8 712 ________________

V. Assignment
A. Give this activity to the pupils. Using the number line, find out where the number is nearer to.
Encircle the nearest number.

80 000 81 000 82 000 83 000 84 000 85 000 86 000 87 000 88 000 89 000 90 000

1.) 81 234 80 000 or 90 000 4.) 87 345 80 000 or 90 000

2.) 85 245 80 000 or 90 000 5.) 83 531 80 000 or 90 000
3.) 83 245 80 000 or 90 000
B. Round the following to the nearest:
a. Thousands b. Ten Thousands
1. 98 345- _______________ 6. 75 345- _______________
2. 67 452- _______________ 7. 62 490- _______________
3. 8 712- _______________ 8. 95 234- _______________
4. 78 324- _______________ 9. 29 567- _______________
5. 64 657- _______________ 10. 83 531- ______________

Remarks
5-
4-
3-
2-
1-

June 19, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
 I. Objective:
Round numbers to the nearest thousands and ten thousands.

II. A. Prerequisite Concepts and skills

Rounding numbers to the nearest tens and hundreds.
Identifying the place value of a number.
Concepts of reading and writing a numbers.
B. Materials
Flash Cards, show me board, picture, number line
C. References
CG: M4NS- Ib-9.5.2
TG: pp. 18-21
LM: pp. 12-15

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Round the following to the nearest:
a. Thousands
1. 98 345- _______________
2. 67 452- _______________
3. 8 712- _______________
4. 78 324- _______________
5. 64 657- _______________

b. Ten Thousands
6. 75 345- _______________
7. 62 490- _______________
8. 95 234- _______________
9. 29 567- _______________
10. 83 531- ______________

2. Review
Round whole number to the nearest tens and hundreds.
1. 128 is nearest to _____ than_______.
2. 299 is nearest to _____ than_______.
3. 278 is nearest to _____ than_______.
4. 368 is nearest to _____ than_______.
5. 674 is nearest to _____ than_______.

B. Developmental Activities
1. Presentation
The diameter of earth at the equator is about 12 756 kilometers.

About how many thousand kilometers is the diameter of the earth at the equator?

2. Performing the Activities

You can find the answer by rounding 12 756 to the nearest thousands.
Study the number line below.

12 000 12 100 12 200 12 300 12 400 12 500 12 600 12 700 12 800 12 900 13
000
 Study these examples.

number Round to the nearest

Thousands Ten Thousands

24 278 24 000 20 000

38 642 39 000 20 000

42 752 43 000 40 000

95 245 95 000 100 000

78 500 79 000 80 000

3. Fixing Skills
Round each number to the place value of the underlined digit.
1. 67 436 ____________
2. 34 673 ____________
3. 87 567 ____________
4. 82 562 ____________
5. 34 982 ____________

4. Generalization
How do we round numbers?
To round the number:
 Look at the place at the left of the number to be rounded.
 Check the digit to its right. If it is less than 5, round it down. If it is 5 and above, round it
up.
 Change all the digits to the right of the digit to be rounded to 0.

5. Application
Round to the highest place value.
1. 4 567- ___________ 6. 45 123- ____________
2. 67 452- __________ 7. 95 678- ____________
3. 98 456- __________ 8. 23 409- ____________
4. 36 234- __________ 9. 82 456- ____________
5. 36 784- __________ 10. 98 123- ___________

IV. Assessment
Read the problem and complete the table below.

Mrs. Go bought the following items for her new house in Isabela:
Php48,645 Php8,634 Php24,567 Php27,345 Php6,452
Television Cabinet Refrigerator Sala SetDining Set

Copy the price of each item. Then, round each to the nearest thousands and ten thousands.
Item Price Thousands Ten Thousands
Television
Cabinet
Refrigerator
 Sala Set
Dining Set

V. Assignment
Round to the thousands and ten thousands.
1. 4 567- ___________ 6. 45 123- ____________
2. 67 452- __________ 7. 95 678- ____________
3. 98 456- __________ 8. 23 409- ____________
4. 36 234- __________ 9. 82 456- ____________
5. 36 784- __________ 10. 98 123- ___________

Remarks
5-
4-

June 20, 2019

THURSDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Compare numbers up to 100 000 using relational symbols.

II. A. Prerequisite Concept and Skills

Writing numbers after and before a given number, and between two nuber.
Concept of place value.
Concept of less than, more than, and equal to
B. Materials
Pictures, real objects, Charts, activity sheets
A. References
CG: M4NS- Ib-12.4
Teachers Guide: pp. 22-25
Leaners Materials: pp. 16-18

III. Instructional Procedures

A. Preliminary Activities
 1. Drill
Tell the missing numbers.
a. 3,456 _______ 3,458 _______ 3,460 _______ 3,462 ________
b. _______6,789 ________ 6,791 ________ 6,793 _______6,795

2. Review
Identifying place value of a digit in a underline given number.
1. 64 556- ____________
2. 38 673- ____________
3. 87 537- ____________
4. 82 562- ____________
5. 34 282- ____________

B. Developmental Activities
1. Presentation
Present this situation to the class.
Mang Mario is a farmer. Last Year, he harvested 13, 656 kilograms of palay. This year, he harvested 13 465
kilograms of palay.
Which year did he harvest more?

2. Discussion
How many kilograms of palay did Mang Mario harvest last year?
This year? Which year did he harvested more? How will you compare the given
number?

3. Performing the Activities

When comparing two digits numbers, you can follow these steps.
Step 1 - Compare the digits in the ten thousands place.
Step 2 - Compare the digits in thousands place.
Step 3 – Compare the digits in the hundred place.

4. Fixing Skills
Write C if the number sentence is correct and W if it is wrong.
______1. 5 thousand, 4 hundred two = 5402
______2. 11 389 > 11 000 + 300 + 90 + 8
______3. 9749 = 9000 + 700 + 90 + 4
______4. 24 567 < 24 567
______5. 78 thousand, one = 78 001

5. Generalization
How do we compare numbers?
What do we use symbol?
To compare numbers, compare the digits in the highest place value. If they are
equal, go to the next place value. If they are not, determine the number which is
greater or lesser.
We use the symbol < for “ less than”, > for is greater than” and = for “ is equal”.

6. Application
 Compare the following pairs of numbers. Write >, <, or = on the blank.
1. 17 444 ____ 16 444
2. 12 143 ____ 12 134
3. 10 050 ____ 10 050
4. 15 065 ____ 15 605
5. 25 275 ____ 25 275
IV. Assessment
Compare the following pairs of numbers. Write >, <, or = on the blank.
1. 17 000 + 800 + 50 + 9 _______ 17 859
2. 23 999 _______ 32 999
3. 30 100 _______ 30 001
4. 48 675 _______ 47 675
5. 56 678 _______ 56 687
V. Assignment
A. Encircle the number is greater than. B. Encircle the number is less than.
1. 23 456 32 345 6. 67 890 67 089
2. 78 675 78 765 7. 21 456 31 567 Remarks
3. 45 897 45 987 8. 56 789 56 567 5-
4. 87 324 78 456 9. 98 456 98 654 4-
5. 34 567 89 456 10. 87 672 90 009

June 21, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Orders numbers up to 100 000 in increasing or decreasing order.

II.A. Prerequisite Concept and Skills

Writing numbers before between, and after a given number.
Comparing numbers up to 100 000
B. Materials
Flashcards, pictures, chart, activity sheets
C. References
CG: M4NS- Ib-13.4
Teachers Guide: pp.25 - 29
Learners Materials : pp. 19-21

III.Instructional Procedures
A. Preliminary Activities
1. Drill
By using flashcards, let the pupils read the number and give the place value of a
digit.
34 567 8 674 78 603 56 234
35 675 23 897 22 100 29 773
2. Review
 Write a digit on the blank to make the number greater than the number at the right.
34 ___ 67 34 676
___6 456 65 345
56 7 __ 8 56 748

3. Motivation
Call a 15 pupils to stand in front of the class. Let them arrange themselves from
tallest to shortest.
What did you notice about their arrangement? How did they arrange themselves?

B. Developmental Activities
1. Presentation
The weights of the three space probes are listed in the table.
Space Probe Weight in tons
Starship 4636
Probe 4618
Quest 4652

2. Discussion
Do you know what space probes are?
What are space proves?
What is the weight of starship? Probe? Quest?
If you will arrange their weights from heaviest to lightest or lightest to heaviest, hoe
will you do it?

3. Performing the Activities

By working pairs, ask pupils to order the weight of the space probes
from heaviest to lightest or lightest to heaviest.
Solution: Using a number line.
4618 4636 4652

4610 4620 4630 4640 4650 4660

Solution: 2 By comparing the digits of the number.

Thousands Hundreds Tens Ones
4 6 3 6
4 6 1 8
4 6 5 2
same same 5 is the biggest 1 is the
smallest
5>3>1

4. Fixing Skills
Arrange the following sets 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 89 534 89 124 89 345
4. 19 432 19 312 19 910 19 216 19 087
5. 31 890 31 821 31 839 31 876 31 891

5. Generalization
How do we arrange numbers in increasing order? Decreasing order?
To arrange numbers in increasing or descending order, compare two numbers at a
time. Starting from left to right, find out which is greater or lesser then put them in
the correct order.

6. Application
Arrange the following sets of numbers in decreasing 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 89 534 89 124 89 345
4. 19 432 19 312 19 910 19 216 19 087
5. 31 890 31 821 31 839 31 876 31 891

IV. Assessment
On the space provided, write the letter that describes how the groups of numbers are
arranged.
A – Increasing order B – decreasing Order
_____ 1. 23 478, 23 481, 23 485, 23 490, 23 495
_____ 2. 71 234, 71 194, 71 087, 71 078, 71 052
_____ 3. 12 781, 12 811, 12 925, 12 965, 12 997
_____ 4. 54 987, 54 781, 54 609, 54 435, 54 319
_____5. 46 456, 52 134, 67 324, 74 567, 82 432

V. Assignment
Write each group of numbers in decreasing order and increasing order. Draw a number
line for each exercise.
1. 346, 341, 314, 432, 567
2. 7124, 7127, 7129, 7128
3. 13 709, 13 970, 13 671, 13 478
4. 56 013, 56 567, 56 539, 56 529
5. 27 567, 27 543, 27 572, 27 531
Remarks
5-
4-
June 24, 2019
MONDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Orders numbers up to 100 000 in increasing or decreasing order.

II.A. Prerequisite Concept and Skills

Writing numbers before between, and after a given number.
Comparing numbers up to 100 000
B. Materials
Flashcards, pictures, chart, activity sheets
C. References
CG: M4NS- Ib-13.4
Teachers Guide: pp.25 - 29
 Learners Materials : pp. 19-21

III.Instructional Procedures
C. Preliminary Activities
1. Drill
By using flashcards, let the pupils read the number and give the place value of a
digit.
34 567 8 674 78 603 56 234
35 675 23 897 22 100 29 773
2. Review
Write a digit on the blank to make the number greater than the number at the right.
34 ___ 67 34 676
___6 456 65 345
56 7 __ 8 56 748

3. Motivation
Call a 15 pupils to stand in front of the class. Let them arrange themselves from
tallest to shortest.
What did you notice about their arrangement? How did they arrange themselves?

D. Developmental Activities
1. Presentation
The weights of the three space probes are listed in the table.
Space Probe Weight in tons
Starship 4636
Probe 4618
Quest 4652

2. Discussion
Do you know what space probes are?
What are space proves?
What is the weight of starship? Probe? Quest?
If you will arrange their weights from heaviest to lightest or lightest to heaviest, hoe
will you do it?

3. Performing the Activities

By working pairs, ask pupils to order the weight of the space probes
from heaviest to lightest or lightest to heaviest.
Solution: Using a number line.
4618 4636 4652

4610 4620 4630 4640 4650 4660

Solution: 2 By comparing the digits of the number.

Thousands Hundreds Tens Ones
4 6 3 6
 4 6 1 8
4 6 5 2
same same 5 is the biggest 1 is the
smallest
5>3>1

4. Fixing Skills
Arrange the following sets 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 89 534 89 124 89 345
4. 19 432 19 312 19 910 19 216 19 087
5. 31 890 31 821 31 839 31 876 31 891

5. Generalization
How do we arrange numbers in increasing order? Decreasing order?
To arrange numbers in increasing or descending order, compare two numbers at a
time. Starting from left to right, find out which is greater or lesser then put them in
the correct order.

6. Application
Arrange the following sets of numbers in decreasing 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 89 534 89 124 89 345
4. 19 432 19 312 19 910 19 216 19 087
5. 31 890 31 821 31 839 31 876 31 891

IV. Assessment
On the space provided, write the letter that describes how the groups of numbers are
arranged.
A – Increasing order B – decreasing Order
_____ 1. 23 478, 23 481, 23 485, 23 490, 23 495
_____ 2. 71 234, 71 194, 71 087, 71 078, 71 052
_____ 3. 12 781, 12 811, 12 925, 12 965, 12 997
_____ 4. 54 987, 54 781, 54 609, 54 435, 54 319
_____5. 46 456, 52 134, 67 324, 74 567, 82 432

V. Assignment
Write each group of numbers in decreasing order and increasing order. Draw a number
line for each exercise.
1. 346, 341, 314, 432, 567
2. 7124, 7127, 7129, 7128
3. 13 709, 13 970, 13 671, 13 478
4. 56 013, 56 567, 56 539, 56 529
5. 27 567, 27 543, 27 572, 27 531
Remarks
5-
4-
June 25, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Orders numbers up to 100 000 in increasing or decreasing order.

II.A. Prerequisite Concept and Skills

Writing numbers before between, and after a given number.
Comparing numbers up to 100 000
B. Materials
Flashcards, pictures, chart, activity sheets
C. References
CG: M4NS- Ib-13.4
Teachers Guide: pp.25 - 29
Learners Materials : pp. 19-21

III.Instructional Procedures
A. Preliminary Activities
1. Drill
By using flashcards, let the pupils read the number and give the place value of a
digit.
34 567 8 474 38 503 16 277
35 675 23 897 22 100 26 773

2. Review
Compare the following pairs of numbers. Write >, <, or = on the blank.
1. 17 444 ____ 16 444
2. 12 143 ____ 12 134
3. 10 050 ____ 10 050
4. 15 065 ____ 15 605
5. 25 275 ____ 25 275
 B. Developmental Activities
1. Presentation
Look at the numbers in the clothesline. How are they arranged, in increasing or
decreasing order?
23 456 23 654 23 739 23 858

2. Discussion
How do we arrange the number in increasing order? How about in decreasing?

3. Performing the Activities

Arrange the following sets of numbers in decreasing 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 89 534 89 124 89 345
4. 19 432 19 312 19 910 19 216 19 087
5. 31 890 31 821 31 839 31 876 31 891

4. Fixing Skills
Arrange the following sets of numbers in increasing order.
1. 23 456 23 145 23 523 23 034
2. 99 000 93 000 100 000 95 000
3. 65 345 65 978 65 234 65 785
4. 34 001 34 100 34 010 34 000
5. 58 345 58 734 58 293 58 456

5. Generalization
How do we arrange numbers in increasing order? Decreasing order?
To arrange numbers in increasing or descending order, compare two numbers at a
time. Starting from left to right, find out which is greater or lesser then put them in
the correct order.

6. Application
Arrange the following sets of numbers in decreasing order.
1. 98 000 95 000 100 000 99 000
2. 32 000 39 000 34 000 35 000
3. 2 345 2 373 2 323 2 357
4. 51 023 51 203 51 320 51 401
5. 45 089 45 723 45 204 45 652

IV. Assessment
Arrange the following price list of rice from different stores in decreasing order.
Lim’s store – Php2 312 Med’s store Php2 423
Go’s store – Php2 151 Susan’s store Php2 218
Din’s store – Php2 213 Ricor’s store Php2 319

V. Assignment
Write each group of numbers in decreasing order and increasing order.
Draw a number line for each exercise.
1. 346, 341, 314, 432, 567 Remarks
2. 7124, 7127, 7129, 7128 5-
4-
 3. 13 709, 13 970, 13 671, 13 478
4. 56 013, 56 567, 56 539, 56 529
5. 27 567, 27 543, 27 572, 27 531
June 26, 2019
WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Multiply numbers up to three digits by numbers up to two digits without regrouping.
II. A. Prerequisite Concept and Skills
Basic facts in Multiplication and addition.
Place Value
B. Materials
Flash Cards, pictures, illustration, activity sheets, charts
C. References
CG: M4NS- Ic-43.7
Teachers Guide: pp. 40-43
Learners Material: pp. 29-32

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Conduct a drill on basic multiplication facts using flashcards.

2. Review
Conduct a review on multiplication without regrouping. Then, give exercises.
1. 12 2. 23 3. 17 4. 13 5. 42
X5 x 3 x4 x7 x8

3. Motivation
Show a picture of a mango orchard.
What do you see in this picture?
Do you have fruit trees in your farm yard?
Is it good to plant trees? Why?

B. Developmental Activities
1. Presentation
Mang Leo and his co-workers can deliver 231 coconuts in a day. How many coconut cn deliver in 23
days?

2. Discussion
How many coconuts can Mang Leo and his co-worker deliver in a day?
What is asked for in the problem?
How can you solve the problem?

3. Performing the Activities

Follow the solution in solving the problem.
 Solution 1: By using the short method.
231 step 1 231 step 2
x23 multiply 231 by 3 x23 multiply 231 by 2
693 693
462 leave the ones place blank

231 step 3
X23
693
+462 add the partial products.
5313

Solution 2: By using the long method.

This method uses distributive property of multiplication over addition.

231x23 = (200 + 30 + 1) x 20 + (200 + 30 + 1 ) x3

= ( 200 x 20 ) + (30 x 20 ) + (1 x 20 )+ (200 x 3) + (30 x 3 ) + ( 1 x 3)
= 400 + 600 + 20 + 300 + 90 + 3
= 5313

4. Fixing Skills
Find the product by using short method.
1. 323 2. 123 3. 423 4. 213 5. 332
x22 x 32 x21 x23 x33

5. Generalization
How do you multiply a 3-digit multiplicand by a 2-digit multiplier without
regrouping?
 Multiply all the digits in the multiplicand from right to left by each digit in the
multiplier.
 Add the partial products to get the final product.

6. Application
Find the product by using short method.
1. 344 2. 231 3. 321 4. 434 5. 304
x 22 x 23 x 33 x 22 x 21

IV. Assessment
Find the product.
1. 324 2. 322 3. 404 4. 589 5. 342
x 22 x 33 x 21 x 11 x 12

V. Assignment
 Find the product. Use any of the two methods.
1. 304 2. 312 3. 432 4. 857 5. 432
X 22 x 33 x 32 x 11 x 23

Remarks
5-
4-

June 27, 2019

THURSDAY
MATHEMATICS IV-SC
1:00-1:50pm

I. Objective:
Multiply numbers up to three digits by numbers up to two digits without regrouping.

II. A. Prerequisite Concept and Skills

Basic facts in Multiplication and addition.
 Place Value
B. Materials
Flash Cards, pictures, illustration, activity sheets, charts
C. References
CG: M4NS- Ic-43.7
Teachers Guide: pp. 40-43
Learners Material: pp. 29-32

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Conduct a drill on basic multiplication facts using flashcards.

2. Review
Conduct a review on multiplication without regrouping. Then, give exercises.
1. 33 2. 35 3. 46 4. 51 5. 48
X5 x 6 x3 x7 x8

B. Developmental Activities
1. Presentation

There are 323 bananas in a basket. How many bananas are there in 32 baskets?

2. Discussion
What is asked for in the problem?
What operation are you going to use?
How will you solve the given problem?

3. Performing the Activities

Follow the step in solving the problem.
Step 1: Multiply 3 hundred, 2tens and 3 ones by 2 ones.
323
x 32
646

Step 2: Multiply 3 hundred, 2tens and 3 ones by 2 ones.

323 step 3
x 32
646
+ 9690
Step 3: Add the partial products.
323
x 32
646
+ 9690
10336 There are 10 336 bananas in 32 baskets.

4. Fixing Skills
Fill in the missing number and then perform the indicated operation.
 1. 314 x 21 = (300 + ___ + 4) x 20 + (__ + 10 + 4) x 1
= ( ___ x 20 ) + (10 x 20 ) + (4 x 20 )+ (300 x 1) + (10 x 1 ) + ( 4x 1)
= ___ + ___ + ___ + ____ + ____ + ____
= _____
2. 322 x 32 = (300 + ___ + 2) x 30 + (__ + 20 + 2) x 2
= ( 300 x 30 ) + ( ____x 30 ) + (2 x 30 )+ (300 x 2) + (20 x 12) + ( 2x 2)
= ___ + ___ + ___ + 600 + ____ + ____
= _____
3. 456 x 11 = (400 + 50 + ___) x 10 + ( 400 +___+ 6) x 1
= ( 400 x 10 ) + (50 x 10 ) + (___ x 10 )+ (400 x 1) + ( ___ x 1 ) + ( 6 x
1)
= ___ + ___ + ___ + ____ + ____ + ____
= _____
4. 344 x 22 = (300 + 40 + __ ) x 20 + (__ + 40 + 4) x 2
= ( 300 x 20 ) + (40 x ___ ) + (4 x 20 )+ (__ x 2) + (40 x 2 ) + ( __x 2)
= ___ + ___ + ___ + ____ + ____ + ____
= _____
5. 234 x 13 = (200 + ___ + 4) x 10 + (__ + 10 + ___) x 3
= ( 200 x 10 ) + (___ x 10 ) + (4 x 10 )+ (200 x 3) + (30 x 3 ) + ( 4x 3)
= ___ + ___ + ___ + ____ + ____ + ____
= _____

5. Generalization
How do you multiply a 3-digit multiplicand by a 2-digit multiplier without
regrouping?
 Multiply all the digits in the multiplicand from right to left by each digit in the
multiplier.
 Add the partial products to get the final product.

6. Application
Find the product by using short method.
1. 323 2. 312 3. 344 4. 344 5. 433
x 22 x 33 x 32 x 22 x 12

IV. Assessment
Find the product.
1. 322 2. 342 3. 894 4. 144 5. 211
X 32 x 22 x 11 x 22 x 33

V. Assignment
Find the product.
1. 231 2. 214 3. 321 4. 311 5. 2321
X 32 x 12 x 22 x 23 x 23

6. 2354 7. 222 8. 234 9. 321 10. 434

X 22 x 24 x 23 x 32 x 21

Remarks
5-
4-
June 28, 2019
FRIDAY
MATHEMATICS IV-SC
8:40-9:30

I.OBJECTIVES
To be able to answer atleast 75% of the weekly test.

II. SUBJECT MATTER

Weekly Test
Math IV
K-12 Curriculum
Test question
Value: Honesty

III.PROCEDURE
a. Review
b. Reading and giving instructions
c. Setting of Standards in taking the test.
d. Test Proper

I. Match column A to column B.

A
B.
______1. 73 037 770
a. seven million, seven ndred
______2. 373 077 033 thousand, thirty- seven
b. three hundred seventy-three
million, seventy –seven thousand, thirty-three
c. three hundred thirty-three million, seventy
______3. 3 337 000

______4. 7 700 03

______5. 333 000 070

II. Write the value and place value of the underlined digit.

Value Place Value

6. 23 719 _______________ _____________
7. 64 904 _______________ _____________
8. 481 319 _______________ _____________
9. 159 232 _______________ _____________
10. 49 303 _______________ _____________

III. Fill in the blanks with >,< or =.

11. 72 365 ______ 72 356
12. 1 213 456 ______ 1 213 456
13. 273 thousand _______ 273 000
14. One hundred million _______ one hundred thousand
15. 800 000 _______ 1 000 000

IV. Multiply the following using long method.

16. 456 17. 234
X 22 x 33

18. 762 19. 811 20. 506

X 12 X 44 X 15

IV. EVALUATION
Evaluate pupils work

V. ASSIGNMENT
Study your lessons and enjoy the weekend.
July 01, 2019
MONDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Multiply numbers up to three digits by numbers up to two digits without regrouping.

II. A. Prerequisite Concept and Skills

Basic facts in Multiplication and addition.
Place Value
B. Materials
Flash Cards, pictures, illustration, activity sheets, charts
C. References
CG: M4NS- Ic-43.7
Teachers Guide: pp. 40-43
Learners Material: pp. 29-32

III. Instructional Procedures

A. Preliminary Activities
Drill
Conduct a drill on basic multiplication facts using flashcards.

Review
Conduct a review on multiplication without regrouping. Then, give exercises.
1. 33 2. 35 3. 46 4. 51 5. 48
X5 x 6 x3 x7 x8

B. Developmental Activities
1. Presentation

There are 323 bananas in a basket. How many bananas are there in 32 baskets?
2. Discussion
What is asked for in the problem?
What operation are you going to use?
How will you solve the given problem?

3. Performing the Activities

Follow the step in solving the problem.
Step 1: Multiply 3 hundred, 2tens and 3 ones by 2 ones.
323
x 32
646

Step 2: Multiply 3 hundred, 2tens and 3 ones by 2 ones.

323 step 3
x 32
646
+ 9690
Step 3: Add the partial products.
323
x 32
646
+ 9690
10336 There are 10 336 bananas in 32 baskets.

4. Fixing Skills
Fill in the missing number and then perform the indicated operation.
1. 314 x 21 = (300 + ___ + 4) x 20 + (__ + 10 + 4) x 1
= ( ___ x 20 ) + (10 x 20 ) + (4 x 20 )+ (300 x 1) + (10 x 1 ) + ( 4x 1)
= ___ + ___ + ___ + ____ + ____ + ____
= _____
2. 322 x 32 = (300 + ___ + 2) x 30 + (__ + 20 + 2) x 2
= ( 300 x 30 ) + ( ____x 30 ) + (2 x 30 )+ (300 x 2) + (20 x 12) + ( 2x 2)
= ___ + ___ + ___ + 600 + ____ + ____
= _____
3. 456 x 11 = (400 + 50 + ___) x 10 + ( 400 +___+ 6) x 1
= ( 400 x 10 ) + (50 x 10 ) + (___ x 10 )+ (400 x 1) + ( ___ x 1 ) + ( 6 x 1)
= ___ + ___ + ___ + ____ + ____ + ____
= _____
4. 344 x 22 = (300 + 40 + __ ) x 20 + (__ + 40 + 4) x 2
= ( 300 x 20 ) + (40 x ___ ) + (4 x 20 )+ (__ x 2) + (40 x 2 ) + ( __x 2)
= ___ + ___ + ___ + ____ + ____ + ____
= _____
5. 234 x 13 = (200 + ___ + 4) x 10 + (__ + 10 + ___) x 3
= ( 200 x 10 ) + (___ x 10 ) + (4 x 10 )+ (200 x 3) + (30 x 3 ) + ( 4x 3)
= ___ + ___ + ___ + ____ + ____ + ____
= _____

5. Generalization
How do you multiply a 3-digit multiplicand by a 2-digit multiplier without regrouping?
 Multiply all the digits in the multiplicand from right to left by each digit in the
multiplier.
  Add the partial products to get the final product.

6. Application
Find the product by using short method.
1. 323 2. 312 3. 344 4. 344 5. 433
x 22 x 33 x 32 x 22 x 12

IV. Assessment
Find the product.
1. 322 2. 342 3. 894 4. 144 5. 211
X 32 x 22 x 11 x 22 x 33

V. Assignment
Find the product.
1. 231 2. 214 3. 321 4. 311 5. 2321
X 32 x 12 x 22 x 23 x 23

6. 2354 7. 222 8. 234 9. 321 10. 434

X 22 x 24 x 23 x 32 x 21

Remarks
5-
4-
June 02, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30

Physical Fitness Test

June 03, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30

I.OBJECTIVES
To be able to answer atleast 75% of the long test.

II. SUBJECT MATTER

Long Test
K-12 Curriculum
Test question
Value: Honesty

III.PROCEDURE
a. Review
b. Reading and giving instructions
c. Setting of Standards in taking the test.
d. Test Proper

I. Match column A to column B.

A
B.
______1. 73 037 770
a. seven million, seven ndred
______2. 373 077 033 thousand, thirty- seven
b. three hundred seventy-three
______3. 3 337 000 million, seventy –seven thousand, thirty-three
c. three hundred thirty-three million, seventy
______4. 7 700 03 d. seventy-three million, thirty –seven
thousand, seven hundred seventy.
______5. 333 000 070 e. three million, three hundred thirty- seven
thousand

II. Write the value and place value of the underlined digit.
 Value Place Value
6. 23 719 _______________ _____________
7. 64 904 _______________ _____________
8. 481 319 _______________ _____________
9. 159 232 _______________ _____________
10. 49 303 _______________ _____________

III. Fill in the blanks with >,< or =.

11. 72 365 ______ 72 356
12. 1 213 456 ______ 1 213 456
13. 273 thousand _______ 273 000
14. One hundred million _______ one hundred thousand
15. 800 000 _______ 1 000 000

IV. Multiply the following using long method.

16. 456 17. 234
X 22 x 33

18. 762 19. 811 20. 506

X 12 X 44 X 15

IV. EVALUATION
Evaluate pupils work

V. ASSIGNMENT
Study your lessons and enjoy the weekend.
 JULY 04-05, 2019
THURSDAY & FRIDAY
MATHEMATICS IV-SC
8:40-9:30

ADVISER ATTENDS SEMINAR IN SPORTS

JULY 08, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Multiply numbers up to three digits by numbers up to two digits without regrouping.

II. A. Prerequisite Concept and Skills

Basic multiplication facts on addition and multiplication.
Multiplication a 2 to 3 digit number by a digit number with and without regrouping.
B. Materials
Flash Cards, pictures, illustration, activity sheets, charts
A. References
CG: M4NS- Ic-43.7
Teachers Guide: pp. 40-43
Learners Material: pp. 29-32

III.Instructional Procedures
A. Preliminary Activities
1. Drill
Conduct a drill on basic multiplication facts using flashcards.
233 x 3 132 x 3 321 x 2 311 x 3
322 x 2 111 x 9 322 x 3 212 x 2

2. Review
Conduct a review on multiplication without regrouping.
1. 332 2. 322 3. 231 4. 123 5. 131
X 31 x 12 x 23 x 22 x 33

3. Motivation
Talk about Philippine fruits. Show pictures of different Philippine fruits. What is your favorite
fruit? Why? By buying Philippine fruits, we can help our economy. What character traits do you
show if you use/ buy our own Philippine products?
B. Developmental Activities
1. Presentation
The Department of Environment and Natural Resources (DENR) in Cauayan City distributed mango seedlings to
all barangays in planting. If they distributed 169 seedlings to 35 barangays, how many seedling did they
distribute?

2. Discussion
How many mango seedlings id the DENR give to each Barangay?
How many Barangays will be given?
What will you do to solve the problem?

3. Performing the Activities

Show the solution on the board.
a. Using the short method.
Step 1 Step 2 Step 3
Multiply 169 by 5. Multiplying 169 by 3. Add the partial products
Regroup when the Regroup when the to get the final product.
product is 10 0r greater. product is 10 or greater.
34 22 169
169 169 x 35
x 35 x 35 845
845 845 + 507
507 5915

b. Using the lattice method.

To find the product o 169and 35, use 2 by 3 lattice position the factors as
shown below.

Multiply each digit above by each digit on the side. Write the product digits
product as shown below.

Add the number along the diagonals. Regroup when necessary.

4. Fixing Skills
Find the product using the lattice method.
1. 345 x 34 2. 462 x 53 3. 793 x 15 4. 234 x 46 5. 524 x 54
5. Generalization
How do you multiply numbers with up to 3-digit by numbers with up 2-digit with regrouping?

6. Application
Find the product.
1. 374 x 34 2. 456 x 52
3. 763 x 46 4. 845 x 18
5. 345 x 62

IV. Assessment
Find the product.
1. 567 2. 832 3. 435 4. 678
5. 453
x 34 x 18 x 35 x 53
x 26

V. Assignment
A. Find the product using the short method.
1. 345 2. 234 3. 123 4. 811 5. 235
x 23 x 15 x 26 x 24 x 35

B. Find the product using the lattice method.

1. 645 x 24
2. 456 x 63
3. 523 x 34 Remarks
5-
4. 234 x 45
4-
5. 753 x 54 3-
2-
1-
JULY 09, 2019
TUESDAY
MATHEMATICS IV-SC

8:40-9:30

I. Objective:
Multiply numbers up to three digits by numbers up to two digits without regrouping.

II. A. Prerequisite Concept and Skills

Basic multiplication facts on addition and multiplication.
Multiplication a 2 to 3 digit number by a digit number with and without regrouping.
B. Materials
Flash Cards, pictures, illustration, activity sheets, charts
A. References
CG: M4NS- Ic-43.7
Teachers Guide: pp. 40-43
Learners Material: pp. 29-32

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Conduct a drill on basic multiplication facts
X 3 33 13
34
22 726
32
133 2 769
323 7 429
133 1 469
233 7 689

2. Review
Find the Product.
1. 234 2. 321 3. 434 4. 112 5. 322
X 23 x 32 x 22 x 34 x 21

B. Developmental Activities
1. Presentation
There are 945 members from Barangay Masikap. If each member contributed 35 packs of noodles for the victims
of typhoon Glenda, how many packs of noodles were collected?
 2. Discussion
How do we solve the problem?
How many packs of noodles were collected?

3. Performing the Activities

a. Using the place value chart.
Ten Thousands Thousands Hundreds Tens Ones
2 1 1
4 2 2
9 4 5
1 x 3 5
4 7 2 5
2 8 3 5 0
3 3 0 7 5

4. Fixing Skills
Find the product using the lattice method.
1. 345 x 42 2. 234 x 19
3. 746 x 5 4. 624 x 24
5. 378 x 46

5. Generalization
How do you multiply numbers with up to 3-digit by numbers with up 2-digit with
regrouping?

6. Application
Answer the following exercises.
1. Add 432 to the product of 318 and 1. What is the sum?
2. What is 383 subtracted from the product of 357 and 28?
3. If the numbers to be multiplied are 318 and 36, What is the product?
4. What is 273 added to the product of 47 and 38?
5. Multiply the largest 3 digit number by the smallest 2 digit number. What is the
product?

IV. Assessment
Find the product.
2. 234 2. 542 3. 434 4. 388 5. 477
x 32 x 48 x 45 x 22 x 42

V. Assignment
A. Find the product using the lattice method.
1. 345 2. 234 3. 123 4. 811 5. 235
x 23 x 15 x 26 x 24 x 35

B. Find the product using the short method.

1. 645 x 24 Remarks
5-
2. 456 x 63
4-
3. 523 x 34
3-
4. 234 x 45 2-
1-
0-
 5. 753 x 54

JULY 10, 2019

WEDNESDAY
MATHEMATICS IV-SC

8:40-9:30
I. Objective:
Estimates the products of 3 to 4 digit numbers by 2 to 3 digit numbers with reasonable
results.

II. A. Prerequisite Concept and Skills

Concept of place value
Rounding numbers
Multiplying numbers with multiplies of 10 100 and 100
B. Materials
Cutouts, activity sheets, pictures, charts
A. References
CG: M4NS- Ic-44.2
Teachers Guide: pp. 44-437
Learners Materials: pp. 33-35

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Find the product.
1. 300 x 30 2. 600 x 200 3. 2000 x 300
4. 4000 x 200 5. 5000 x 500

2. Review
Read the number and give the place value.
1. 3 456 - __________ 2. 23 467 - _________ 3. 98 123 - _________
4. 78 675 - _________ 5. 56 789 - _________
Round the following underline numbers.
1. 95 876 - _________ 2. 24 987 - _________ 3. 4 567 - __________
4. 7 685 - __________ 5. 87 234 - _________

3. Motivation
Show a picture of three full of mangoes.
How many mangoes do you think are contained in the basket?
Estimate the number of mangoes in the baskets.

B. Developmental Activities
1. Presentation
Present the situation.
The garden club is selling waling-waling orchid at Php 7,645 a pot for fund raising. If 123 pots were sold,
about how much money did the club get?
 2. Discussion
Have you seen orchids?
What can these waling-waling orchids do to our surrounding
Are they important to us?
How much does a pot of orchids plant cost?
How many pots are sold?
What phrase in the problem indicates that an estimated products is being asked for?
How do we estimate products?

3. Performing the Activities

Lead the pupils to estimate the product.
Step 1: 7645------- 8000 Step 2: 8000
x 123 ------ 100 x 100
80 000
Tell the estimate the products.
1. 3456 2. 5435 3. 7453 4. 8456 5. 6753
x 48 x 356 x 456 x 45 x 345

4. Group Activity
Estimate the product. Complete the table.
Rounded Factor Estimated Factor
1. 4784 x 345
2. 9456 x 29
3. 6543 x 45
4. 478 x 234
5. 278 x 78

Estimate the products by rounding to the highest place value.

1. 456 - ______ 2. 7845 - ________ 3. 897 - _______
x 432 - ______ x 36- _________ x 56 - _______

4. 567 - ______ 5. 2567- _________

x 345 - ______ x 65 - _________

5. Generalization
How do you estimate products of 3 to 4 digit numbers by 2 to 3 digit numbers?
To estimate the products, round the factors to the greatest/ highest place value,
then multiply the rounded factors.

1. Application
Estimate the products.
1. 345 x 36
2. 3897 x 78
3. 7345 x 34
4. 5823 x 78
5. 2389 x 345

IV. Assessment
Estimate the products.
 1. 485 2. 5678 3. 678 4. 568 5. 765
x 35 x 56 x 543 x 67 x 876
Remarks
V. Assignment 5-
Estimate the products. 4-
1. 23 456 2. 4567 3. 567 4. 6456 5. 8456 3-
x _8 x __2 x _5 x __3 x __5 2-
1-
0-
JULY 15, 2019
MONDAY
MATHEMATICS IV-SC

8:40-9:30
I. Objective:
Estimates the products of 3 to 4 digit numbers by 2 to 3 digit numbers with reasonable
results.

II. A. Prerequisite Concept and Skills

Concept of place value
Rounding numbers
Multiplying numbers with multiplies of 10 100 and 100
B. Materials
Cutouts, activity sheets, pictures, charts
C. References
CG: M4NS- Ic-44.2
Teachers Guide: pp. 44-437
Learners Materials: pp. 33-35
D. Values: Stewardship
E. Integration: Science, TLE

III. Instructional Procedures

C. Preliminary Activities
1. Drill
Find the product.
1. 300 x 30 2. 600 x 200 3. 2000 x 300
4. 4000 x 200 5. 5000 x 500

2. Review
Read the number and give the place value.
1. 3 456 - __________ 2. 23 467 - _________ 3. 98 123 - _________
4. 78 675 - _________ 5. 56 789 - _________
Round the following underline numbers.
1. 95 876 - _________ 2. 24 987 - _________ 3. 4 567 - __________
4. 7 685 - __________ 5. 87 234 - _________

3. Motivation
Show a picture of three baskets full of mangoes.
How many mangoes do you think are contained in the basket?
Estimate the number of mangoes in the baskets.

D. Developmental Activities
1. Presentation
 Present the situation.
The garden club is selling waling-waling orchid at Php 7,645 a pot for fund raising. If 123 pots were sold,
about how much money did the club get?

2. Discussion
Have you seen orchids?
What can these waling-waling orchids do to our surrounding
Are they important to us?
How much does a pot of orchids plant cost?
How many pots are sold?
What phrase in the problem indicates that an estimated products is being asked for?
How do we estimate products?

3. Performing the Activities

Perform the computation.
Step 1: 7645------- 8000 Step 2: 8000
x 123 ------ 100 x 100
80 000
Tell to estimate the products.
1. 3456 2. 5435 3. 7453 4. 8456 5. 6753
x 48 x 356 x 456 x 45 x 345

4. Group Activity
Group I and III-Estimate the product. Complete the table.
Rounded Factor Estimated Factor
1. 4784 x 345
2. 9456 x 29
3. 6543 x 45
4. 478 x 234
5. 278 x 78

Group II and IV-Estimate the products by rounding to the highest place value.
1. 456 - ______ 2. 7845 - ________ 3. 897 - _______
x 432 - ______ x 36- _________ x 56 - _______

4. 567 - ______ 5. 2567- _________

x 345 - ______ x 65 - _________

5. Generalization
How do you estimate products of 3 to 4 digit numbers by 2 to 3 digit numbers?
To estimate the products, round the factors to the greatest/ highest place value,
then multiply the rounded factors.

2. Application
Estimate the products.
1. 345 x 36 2. 3897 x 78 3. 7345 x 34 4. 5823 x 78 5. 2389 x 345

IV. Assessment
Estimate the products.
1. 485 2. 5678 3. 678 4. 568 5. 765
x 35 x 56 x 543 x 67 x 876
Remark
s
 V. Assignment
Estimate the products.
1. 23 456 2. 4567 3. 567 4. 6456 5. 8456
x _8 x __2 x _5 x __3 x __5

JULY 16, 2019

TUESDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
To be able to recite one of multiplication table of one to ten and to listen attentively to
others who are performing the task.

II. A. Prerequisite Concept and Skills

Multiplication Table of One to Ten

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Show a flashcards of multiplication and let pupils read and answer.

2. Review
Ask: How to estimate products?

B. Developmental Activities
1. Giving of Instructions
Call a pupil and let her pick one paper in a fish bowl. Whatever number she picks she
will recite the multiplication table. If a pupil can’t recite what she picked, she will be
given another chance to pick.

2. Setting of standards and giving rubrics.

Beginning skill mastery In Process of mastering
Mastered
5 pts skill
15 pts
10 pts
Knows multiplication facts Knows multiplication facts Knows multiplication facts
in and out of order. in and out of order. in and out of order.
Student accurately recites Student accurately Student accurately
less than 60% completes less than 90% completes 90% or more. 
but more than 60%. 

3. Performing the Task

IV. Assessment
Evaluate pupils performance using the rubric.

V. Assignment
 Estimate the products.
1. 26 456 2. 4267 3. 537 4. 6656 5. 8856
x _8 x __2 x _5 x __3 x __5

JULY 17, 2019

WEDNESDAY
MATHEMATICS IV-SC

8:40-9:30

Assist in School Deworming Day

JULY 18, 2019

THURSDAY
MATHEMATICS IV-SC

8:40-9:30

I. Objective:
Estimates the products of 3 to 4 digit numbers by 2 to 3 digit numbers with reasonable
results.

II. A. Prerequisite Concept and Skills

Concept of place value
Rounding numbers
Multiplying numbers with multiplies of 10 100 and 100
B. Materials
Cutouts, activity sheets, pictures, charts
A. References
CG: M4NS- Ic-44.2
Teachers Guide: pp. 44-437
Learners Materials: pp. 33-35

III. Instructional Procedures

C. Preliminary Activities
1. Drill
Find the product.
1. 300 x 30 2. 600 x 200
3. 2000 x 300 4. 4000 x 200 5. 5000 x 500

2. Review
Round the following underline numbers.
1. 95 876 - _________ 3. 4 567 - __________
2. 24 987 - _________ 4. 7 685 - __________ 5. 87 234 - _________

3. Motivation
 Show a picture of three full of atis.
How many atis do you think are contained in the basket?
Estimate the number of atis in the baskets.

D. Developmental Activities
1. Presentation
Present the situation.
If one kaing holds 272 atises, about how many atises are there in 21 kaing? How will you solve for the
answer to the given problem?

2. Performing the Activities

Round each of the factors to its highest place value, then multiply the rounded
numbers.
Step 1: 272------- 300
x 21 ------ 20
There are about 6000 atises in 21 kaing.
You can fin the actual product to check if the estimated product is reasonable.
272
x21
272 -----272 x 1
+ 544 -------272 x 2
5712 ----- actual product

4. Reinforcing the concept and skills

Estimate the product. Complete the table.
Rounded Factor Estimated Factor
1. 345 x 34
2. 6345 x 45
3. 678 x 345
4. 894 x 24
5. 6567 x 34
6. 789 x 360
7. 3678 x 47
8. 2345 x 365
9. 567 x 36
10. 3456 x 356

5. Generalization
How do you estimate products of 3 to 4 digit numbers by 2 to 3 digit numbers?
To estimate the products, round the factors to the greatest/ highest place value,
then multiply the rounded factors.

4. Application
Estimate the products.
1. 457 x 234
2. 4567 x 234
3. 7254 x 356
4. 5153 x 264
5. 2312 x 123
 IV. Assessment
Estimate the products.
1. 425 2. 5678 3. 178 4. 538 5. 725
x 35 x 56 x 543 x 67 x 876

V. Assignment
Estimate the products.
1. 26 456 2. 4267 3. 537 4. 6656 5. 8856
x _8 x __2 x _5 x __3 x __5

JULY 19, 2019

FRIDAY
MATHEMATICS IV-SC

8:40-9:30

SBCS Intramurals 2019

JULY 22, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Solve multi-step Routine and Non-Routine Word Problems Involving Multiplication and
addition or subtraction using appropriate problem solving strategies and tools

II. A. Prerequisite Concept and Skills

• Steps in solving one-step word problems
• Steps in solving multistep word problems
• Multiplying 2- to 3- digit by 1- to 2-digit numbers
• Mastery of the multiplication basic facts
B. Materials
Cutouts, activity sheets, pictures, charts, counter and drill cards, 100 chart, graphing paper.
A. References
CG: M4NS- Ie-45.5
Teachers Guide: pp. 56-59
Learners Materials: pp. 44-46

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Solve the problem.
Mr. Santos has a coffee plantation. Each of his 450 workers receives an average
weekly pay of Php2, 500. How much does Mr. Santos pay weekly for his workers?

3. Motivation
During weekends, what activities can you do in order to help your parents earn?”
Guide the learners to realize the value for love of work and helpfulness.

B. Developmental Activities
1. Presentation
Present these problems to the class.
Problem A

During weekends, Romarson helps his mother sell fruits in the market. On
Saturday, he sold 275 kg of mangoes. On Sunday, he sold 350 kg of rambutan. If
those are the weekly average sales, how many kilograms of mangoes were sold in a
month? How many many kilograms of rambutan were sold in a month? How many
kilograms of fruits were sold in a month?

2. Discussion
How are you going to solve each problem?
How many kilograms of mangoes did Romarson sell on Saturday?
How many kilograms of rambutan did Romarson sell on Sunday?

3. Performing the Activities

Give them enough time to perform the task. Expected solution to the problems:
Problem A
Step 1
275 kg of mangoes
X4 weeks in a month
1100 kg of mangoes
Step 2
350 kg of rambutan
X 4 weeks in a month
1400 kg of rambutan
Step 3
1 100 kg of mangoes
+ 1 400 kg of rambutan
2 500 kg of fruits

4. Reinforcing the concept and skills

Appliances SALE!
Use the table to answer the questions.
TV Php12,150
1. How much two TV will sets cost? Refrigerator Php13, 999
2. Mr. Limos bought two wall fans and a DVD player. Washing
How much did he spend? Machine Php11, 650
3. Aling Tina bought a washing machine and two Wall Fan Php1, 895
DVD players. How much change did he receive DVD Player Php3, 875
from her Php20, 000?

5. Generalization
Lead the pupils to give the generalization by asking:
To solve multistep routine and non-routine problems involving
multiplication and addition or subtraction using appropriate problem solving
strategies and tools, we are guided by the following:
Understand
• Know what is asked in the problem
• Know the hidden questions
• Know what are the given facts

Plan
• Determine the operations to be used
 • Write the number sentence
Solve
• Show the solution
Check and Look Back
• Check your answer
• State complete answer

1. Application
Solve the following problems.
1. Ariel can make 123 hangers in 5 days, while Lito can make 210 hangers in 10
days. Who makes more hangers in 10 days?
2. Beth’s mother can sew 235 pairs of short pants in 6 days, whole Lourdes can
sew 187 pairs of 8 days. How many more pairs of short pants can Beth’s
mother sew?

IV. Assessment
Solve the following problems:
1. Fidel had 12 boxes of paper plates. Each box contains 36 paper plates. He used 173
paper plates for the birthday party of his son. How many paper plates were left?
2. Mary does 124 sit-ups a day for 6 days, while Paul does 152 sit-ups a day for 4 days.
Who has more sit-ups?
3. There were 252 glasses on a shelf. There were 12 shelves in all. How many glasses
were left if 295 glasses were bought by a customer?
4. Alfred had 8 sets of colored pencils. Each set contains 36 colored pencils. If he gave 28
colored pencils to his friend, how many colored pencils were left?
5. Mrs. Reyes made 538 boxes containing 16 jumbo chocolate cookies in each box. How
many cookies did she make in all?

V. Assignment
Solve the following problems:
1. Rose can finish 18 pieces of embroidery in four days. Andrea can embroider 22 pieces
in two days. How many more pieces of embroidery can Andrea make than Rose in
four days?
2. Jeepney fares cost Php8.50 for the first 4 kilometers and Php1.50 for the next
additional kilometer or a part of a kilometer thereof. How much will Leo pay for his 7
kilometers trip?
3. In a parking lot for motorcycles and automobiles, Arthur counted 160 wheels in all.
How many motorcycles and automobiles could Arthur have seen in all?
4. Eight persons can be seated at a rectangular table. How many persons can sit in into
rectangular tables that were placed side by side?
5. Nelson can plant 143 pechay seedlings in 8 plots in a day. Alex can plant 96 pechay
seedlings in plots in a day. Who can plant more pechay seedlings?
Remarks
5-
4-
JULY 23, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Solve multi-step Routine and Non-Routine Word Problems Involving Multiplication and
addition or subtraction using appropriate problem solving strategies and tools

II. A. Prerequisite Concept and Skills

• Steps in solving one-step word problems
• Steps in solving multistep word problems
• Multiplying 2- to 3- digit by 1- to 2-digit numbers
• Mastery of the multiplication basic facts
B. Materials
Cutouts, activity sheets, pictures, charts, counter and drill cards, 100 chart, graphing paper.
C. References
CG: M4NS- Ie-45.5
Teachers Guide: pp. 56-59
Learners Materials: pp. 44-46

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Solve the problem.
Mr. Santos has a coffee plantation. Each of his 450 workers receives an average
weekly pay of Php2, 500. How much does Mr. Santos pay weekly for his workers?
 3. Motivation
During weekends, what activities can you do in order to help your parents earn?”
Guide the learners to realize the value for love of work and helpfulness.

B. Developmental Activities
1. Presentation
Present these problems to the class.
Problem A
Jeepney fares cost Php 8.50 for the first 4 kilometers and Php 1.50 for the
next additional kilometer or a part of a kilometer thereof. How much mwill Leo pay
for his 7-kilometer trip?

2. Discussion
• How much will it cost for the first 4 kilometers?
• How much will be added for the next additional kilometer?
• How much will Leo pay for his trip?
• How will you solve the problems?

3. Performing the Activities

Give them enough time to perform the task. Expected solution to the problems:
Problem A
Step 1
7km distance travelled by Leo
-4km first 4 km
3km excess of 4km
Step 2
Php 1.50cost per km in excess of 4km
Php4.50 cost of additional 3km
(1.50 + 1.50 + 1.50 = 4.50)
Step 3
Php8.50 cost for the first 4 km
+ 4.50 cost of additional km
Php13.00 amount paid by Leo for a 7-km trip

4. Reinforcing the concept and skills

Appliances SALE!
Use the table to answer the questions.
TV Php12,150
4. How much two TV will sets cost? Refrigerator Php13, 999
5. Mr. Limos bought two wall fans and a DVD player. Washing
How much did he spend? Machine Php11, 650
6. Aling Tina bought a washing machine and two Wall Fan Php1, 895
DVD players. How much change did he receive DVD Player Php3, 875
from her Php20, 000?

5. Generalization
Lead the pupils to give the generalization by asking:
 To solve multistep routine and non-routine problems involving
multiplication and addition or subtraction using appropriate problem solving
strategies and tools, we are guided by the following:
Understand
• Know what is asked in the problem
• Know the hidden questions
• Know what are the given facts
Plan
• Determine the operations to be used
• Write the number sentence
Solve
• Show the solution
Check and Look Back
• Check your answer
• State complete answer

2. Application
Solve the following problems.
1. Ariel can make 123 hangers in 5 days, while Lito can make 210 hangers in 10
days. Who makes more hangers in 10 days?
2. Beth’s mother can sew 235 pairs of short pants in 6 days, whole Lourdes can
sew 187 pairs of 8 days. How many more pairs of short pants can Beth’s
mother sew?

IV. Assessment
Solve the following problems:
1. Fidel had 12 boxes of paper plates. Each box contains 36 paper plates. He used 173
paper plates for the birthday party of his son. How many paper plates were left?
2. Mary does 124 sit-ups a day for 6 days, while Paul does 152 sit-ups a day for 4 days.
Who has more sit-ups?
3. There were 252 glasses on a shelf. There were 12 shelves in all. How many glasses
were left if 295 glasses were bought by a customer?
4. Alfred had 8 sets of colored pencils. Each set contains 36 colored pencils. If he gave 28
colored pencils to his friend, how many colored pencils were left?
5. Mrs. Reyes made 538 boxes containing 16 jumbo chocolate cookies in each box. How
many cookies did she make in all?

V. Assignment
Solve the following problems:
1. Rose can finish 18 pieces of embroidery in four days. Andrea can embroider 22 pieces
in two days. How many more pieces of embroidery can Andrea make than Rose in
four days?
2. Eight persons can be seated at a rectangular table. How many persons can sit in into
rectangular tables that were placed side by side?
3. Nelson can plant 143 pechay seedlings in 8 plots in a day. Alex can plant 96 pechay
seedlings in plots in a day. Who can plant more pechay seedlings?
Remarks
5-
4-
JULY 24, 2019
WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Create problems involving multiplication or with addition or subtraction of whole numbers
including money.

II. A. Prerequisite Concept and Skills

•Solving multistep routine and non-routine problems involving multiplication or
subtraction using appropriate problem-solving strategies and tools
B. Materials
Cutouts, activity sheets, pictures, charts, counter and drill cards, 100 chart, graphing paper.
C. References
CG: M4NS- Ie-46.3
Teachers Guide: pp. 59-62
Learners Materials: pp. 47-48

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Solve the problem.
Nelson can plant 143 pechay seedlings in 8 plots in a day. Alex can plant 96 pechay
seedlings in plots in a day. Who can plant more pechay seedlings?

3. Motivation
 Why do people work? What is the work of your parents?
What do you kow about the word earnings, savings, and expenses?
Do your parents spend all their earnings? Why do they save?

B. Developmental Activities
1. Presentation
Present these problems to the class.
Problem A
Adrian’s father earns Php5,000 a week. His mother earns Php4,500. They set aside
Php7,500 for their weekly expenses. How much money is left for their savings? How
much will they save in a month?

2. Discussion
• What is asked in the problem?
• What are given?
• What is the hidden question?
• What is the number sentence?
• What is the answer?
Possible solution:
Php5, 000 earnings of Adrian’s father
+ Php4, 500 earnings of Adrian’s mother
Php9,500 total earnings of Adrian’s parents
- Php7,500 weekly expenses
Php2,000 savings per week
X 4 weeks in a month
Php8,000 savings in a month

Can you create a problem similar to the given problem?

3. Performing the Activities

Divide the class into five groups. Encourage the groups to create a problem similar
to the one given.
a. Create a problem with the data given.
Php5,750 – amount given to each family who are victims of flood
87 families affected by flood.
b. Php325- amount charged for each person who uses the swimming pool
25- number of persons who used the swimming pool.

4. Reinforcing the concept and skills

Create a problem with the information given.
1. Php15,750 – average sale of a food outlet
Php7,500 – operational expense per day
30 – number of day a food outlet operates
2. Php30,000 – earnings per month
Php20,000 – amount for family expenses in a month

5. Generalization
 How do you create problems involving multiplication with addition or subtraction of
whole numbers including money?
To create problems involving multiplication with addition or subtraction
of whole numbers including money, the following will serve as guide:
1. Familiarize yourselves with the concepts in Math.
2. Think of the type of problems you want to create.

6. Application
Create a problem using the given information:
1. 3200 newspapers published per hour,
12 hours a day,
newspaper produced in a week
2. Php8,500 per meter, 125 square meters
3. Monthly salary of Php 19 640, Php8 570 deduction per month, income per year
after the deduction

IV. Assessment
Create a problem using the given information:
1. Php450 earnings for washing cars.
Php550 earnings for running errands.
Php150 expenses for transportation and food allowance
2. Earned Php120 on Saturday for selling empty bottles
Received Php140 on Sunday, Spent Php65 for food

V. Assignment
Write a question for the given problem.
1. Mandy caught 148 kg of fish in the morning and 216 kg in the afternoon. He sold the
fish for Php65 per kg.
2. Alice deposited Php3,175 every month from her earnings. She withdrew Php2,150 to
pay her loan.

Remarks
5-
4-
JULY 25, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Divide 3- to 4- digit numbers by 1-digit Numbers without and with remainder

II. A. Prerequisite Concept and Skills

• Mastery of the multiplication and subtraction basic facts
B. Materials
Cutouts, activity sheets, pictures, charts, counter and drill cards, 100 chart, graphing paper.
D. References
CG: M4NS- If-54.3
Teachers Guide: pp. 62-66
Learners Materials: pp. 49-52

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Find the quotient.
36 /6 42/7 35/5
24/3 28/4 21/3
 3. Motivation
Did you ever receive an invitation from your friends? What kind of invitation did you
receive? There should be a story from someone who prepared invitation cards to his
friends on his birthday celebration.

B. Developmental Activities
1. Presentation
Present these problems to the class.
Ryan celebrated his 9th birthday. He invited his 144 schoolmates. If he was able to
print 9 invitation cards per hour, how many hours did he spend printing the
invitation cards?
2. Discussion
• Who celebrated his 9th birthday?
• Who did he invite to his birthday?
• Do you invite your friends to celebrate with you on your birthdays? Why?
• Infuse the value of love for others.
Possible solution:
3. Performing the Activities
Group the pupils in five learning teams. Let them answer the problem by team.
Step 1
_16 - Divide the first partial dividend (14 tens) by the divisor.
9/144 14 / 9 =1
-9 - Write the quotient 1 above the tens place.
54 - Multiply the quotient 1 by the divisor.
-54 1x9=9
0 - Write the product 9 under the 14 tens.place.

- Subtract 9 from 14
14 – 9 = 5
Write 5 under the tens place

Step 2
• Bring down the ones digit.
• Divide the new dividend by the new divisor
54/9=6
• Write the quotient 6 above the ones place.
• Multiply the quotient 6 above the ones
• Multiply the quotient by the divisor.
6 x 9 = 54
• Write the product 54 under the 54 tens.
• Subtract 54 – 54 = 0

Step 3
• Multiply the quotient by the divisor.
• The product must be equal to the dividend.

4. Reinforcing the concept and skills

Find the quotient of the following:
1. 9784 / 4 2. 3618 / 6 3. 2429 / 7
4. 7832 / 8 5. 834 / 3
 4. Generalization
How do you divide 3- to 4- digit numbers by 1-digit numbers without or with
remainder?

5. Application
Find the quotient of the following:
1. 847 /7 3. 968/8 5. 846/6
2. 6884/4 4. 806/6

IV. Assessment
Find the quotient of the following:
1. 165/5 2. 763/7 3. 6 426/6
4. 819/9 5. 3 396/3

V. Assignment
Give the quotient of the following:
1. 168/8 3. 4 328/4 5. 8 415/5
2. 246/6 4. 729/9
Remarks
5-
4-

JULY 26, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30

II. Objective:
Answer atleast 75% of the weekly test.

II. A. Prerequisite Concept and Skills

Weekly Test
B. Materials
Test Questions, quiz notebook

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Review week’s lessons.

3. Setting of Standards in taking the test

4. Giving Instructions
 B. Test Proper

VI. Assessment
Evaluate pupils work.

VII. Assignment
Study your lessons and enjoy the weekend.

JULY 31, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30

Nutrition Month Culminating Activity

AUGUST 01, 2019

THURSDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Divide 3- to 4- digit numbers by 2-digit Numbers without and with remainder

II. A. Prerequisite Concept and Skills

• Parts of division sentence
• Basic division facts
• Dividing 3- to 4-digit numbers by 1-digit numbers without and with remainder
B. Materials
Cutouts, activity sheets, pictures, charts, counter and drill cards, 100 chart, graphing paper.
A. References
CG: M4NS- If-54.3
 Teachers Guide: pp. 66-70
Learners Materials: pp. 53-55

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Conduct a review on dividing 3- to 4-digits by 1-digit numbers without and with
remainder.
a. 456/3 b. 4 780 c. 4 869/9
d. 4 823/7 e. 4 248/8

B. Developmental Activities
1. Presentation
Present these problems to the class.

The Rotary Club of Cavite Distributed 7380 packages of groceries for families in some
barangays. Each barangay received 36 packages. How many barangays were served?

2. Discussion
How will you solve the problem? What is asked in the problem?

3. Performing the Activities

You can find its answer by using this solution.

205 step 1: Determine where to place the first digit in the quotient.
36/7380 Divide: 73/36=2. Write the first digit in the hundred places.
-72 Multiply; 2 x 36 + 72
180 Subtract; 73-72 = 1
-180
0 STEP 2: Bring down the tens digit in the divided 8.
Divide: 18/36( we cannot divide since divisor is bigger
than the divided)
Put 0 in the quotient next to 2.

STEP 3: Bring down the ones digit in the divided 0.

Divide: 180/36 = 5
Write 5 next to 0 in the quotient.
Multiply: 5 x 36 = 180
Subtract: 180-180=0

4. Reinforcing the concept and skills

Find the quotient of the following:
1. 2124/12 2. 1593/15 3. 9140/35 4. 5784/46 5. 6592/32

5. Generalization
 How do you divide 3- to 4- digit numbers by 1-digit numbers without or with
remainder?

6. Application
Find the quotient of the following:
1. 5628/28 2. 5725/27 3. 4593/45 4. 7650/75 5. 6738/32

IV. Assessment
Find the quotient of the following:
1. 1879/75
2. 5236/18
3. 2652/26
4. 6440/32
5. 9084/45

V. Assignment
Solve the following problem.
1. Mrs. Acio receives Php3500 for 25 hours of tutorial service. How much does she
charge her student per hour?
2. Mr. Felipe bought a refrigerator for Php9, 560 on an installment plan. How much will
he pay each month if he has 2 years to pay for it/
3. The 1430 chickens in Oasis far can consume 22 kilograms of feeds a day. How many
chickens can consume a kilogram of feeds a day?
4. Mr. Karim ordered 375 kilograms of dried fish packed in bags of 25 kilograms each.
How many bags of dried fish were delivered to Mr. Karim?
5. Cynthia and her mother packed 1560 kilograms of rice in small plastic bags. How
many plastic bags were used if each bag contained 15 kilograms?
AUGUST 01, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
Divide 3- to 4- digit numbers by 10, 100, or 1000 without remainder

II. A. Prerequisite Concept and Skills

Mastery of basic division facts
Multiples of a numbers
B. Materials
Cutouts, activity sheets, pictures, charts, counter and drill cards, 100 chart, graphing paper.
C. References
CG: M4NS- If-54.4
Teachers Guide: pp. 70-73
Learners Materials: pp. 56-57

III. Instructional Procedures

A. Preliminary Activities
1. Drill
Recite the multiplication table.

2. Review
Find the quotient.
 1. 217/7
2. 605/5
3. 144/12
4. 275/25
5. 738/6

3. Motivation
Do you help your parents at home? In what ways do you help them?
When you see your parents faces glow when you helped them, what did you fell?

B. Developmental Activities
1. Presentation
Present these problems to the class.
Kathleen helped her mother repack 200 canned goods to be given to 10 families
who were affected by fire in their barangay. How many canned goods will each
family receive?
2. Discussion
What kind of s child is Kathleen?
Do you think her mother will be happy to see Kathleen helping her?
If you were Kathleen, will you also help your mother, friends, and teachers? Why?
What are given facts?
What is asked in the problem?
What operation will be used to solve the problem?
How will you show the solution?

3. Performing the Activities

This is how you can do it.
Solution 1: The long method Solution 2: The short method
20 200/10 = 20
10/200 200/10 = 20
-20
0
-0
0

4. Reinforcing the concept and skills

Follow the rule to complete each table.
Rule: Divide by 10 Rule: Divide by 100 Rule: Divide by 1000
Dividend Quotient Dividend Quotient Dividend Quotient
650 300 8000
670 100 2000
1200 4300 1000
9300 6900 6000
6000 4000 7000

5. Generalization
How do you divide 3- to 4- digit numbers by 10, 100, 1000-digit numbers without
remainder?

1. Application
 Find the missing dividend, divisor, or quotient.
1. N/1000 = 8
2. 700/N = 70
3. 400/10 =
4. N/100 = 39
5. 620/N = 62

IV. Assessment
Find the quotient of the following:
1. 6000/1000 =
2. 700/100 =
3. 800/10 =
4. 7600/100 =
5. 900/10 =

V. Assignment
Solve each problem.
1. The math club has 1650 members to be divided into groups of 10. How many groups
will there be?
2. Noemi Mae has Php9600. How many hundred pesos does she have?
3. There are 683 Girl Scout in the camp site. They will be divided into groups of 100.
How many groups will there be in all? How many more Girl Scout are needed to form
the last group?
4. The pencil factory has rush orders from 10 stores. The factory has a stock of 55 000
pencils. If the stores are given an equal number of pencils, how many would each
store get? Are all the pencils given out?
5. A blouse costs Php100. How many blouses can one buy with Php600?