mathematics lesson plan for graded 4 pupils

Department of Education
Region IV-A CALABARZON
City Schools Division of Dasmariñas
SALAWAG ELEMENTARY SCHOOL
LESSON PLAN IN MATHEMATICS 4
1:30 PM -2:20 PM (IV- MABINI)
5:30 PM – 6:20 PM ( IV BALTAZAR)
Ms. Shamil May Monido
NOVEMBER 26, 2018 (PARU-PARO FESTIVAL) MONDAY
NOVEMBER 27, 2018 TUESDAY
I. OBJECTIVES
 Determine the missing term/s in a sequence of
numbers (even or odd numbers), etc.
 Determine the missing term/s in a sequence of
numbers (multiples of a number of factors of a
number), etc.
Value: Alertness
II. LEARNING CONTENT
LESSON 53: DETERMINING THE MISSING
TERM/S IN A SEQUENCE OF NUMBERS
Materials: illustrations/drawings of patterns
Reference: K-12 Grade 4 Curriculum Guide
LM Math 4 pp. 166-168
III. INSTRUCTIONAL PROCEDURE
A. Preliminary Activities
1. Drill
“Snowball” – Have a drill on skip counting. Give
this instruction: “Let us have skip counting by 2s
from 4 to 20.” Then, Point at one pupil to start.
The pupil who started will point to another pupil
to continue and so on until you reach 20. Every
pupil should listen to the previous answer to be
able to give his/her own answer. The same
procedure will be done to the following items.
See to it that every pupil in class will recite.
a. Skip count by 3 from 6 to 36.
b. Skip count by 4 from 8 to 40.
c. Skip count by 5 from 10 to 30.
2.Review: Pairing Game
Have a review on odd and even numbers,
multiples of a number, and factors of a number.
Ask: What are odd numbers? What are even
numbers? When do we say that a number is a
multiple of another number? What are the multiples
of 3,4, etc.? What are factors?
.
3. Motivation
Have a game on identifying whether a number is
odd or even. Group the pupils into two. As Group 1
gives a number, Group 2 answers, then them do it vice-
versa.
B. Developmental Activities
1. Presentation
Present this situation to the class.
Mr. Villaflor presented these number
patterns to his Math class.
a. 3, 6, 9, 12, _____, _____
b. 4, 8, 12, 16, ______, _____
What do you think are the missing terms in
a? What about in b? Let the pupils answer
these given problems.
2. Practice Exercises
Group the pupils into five.
Let them answer items a and b.
Encourage the pupils to work by pairs.
1. 10, 12, 14, 16, ____, ____, 22
2. 15, 20, 25, 30, ____, ____, 45
3. 22, 25, 28, 31, ____, ____, 40
4. 27, 31, ____, 39, ____, 47, 51
5. 73,67, 61, ____, 49,____, 37
3. Generalization
To find the missing term/s in a number
sequence, use the difference between terms.
4. Application
Let the pupils do the activity on Apply Your
Skills on page 168, LM Math Grade 4.
IV. EVALUATION
Find the missing terms.
1. 33, 35, ____, 39, ____, 43
2. 41, ____, 51, 56, ____, 66
3. 77, 74, ____, 68, ____, 62
4. 6, 7, 9, ____, 16, ____, 27
5. 25, 24, ____, 19, ____, 10
V. ASSIGNMENT
Draw the following triangles correctly
1. square 4. rectangle
2. trapezoid 5. parallelogram
3. rhombus

NOVEMBER 28 2018 WEDNESDAY
I. OBJECTIVES
 Find the missing number in an equation
involving properties of operation.
Value: Helpfulness
LESSON 54: FINDING THE MISSING NUMBER
IN AN EQUATION
Materials: flash cards and charts
LM Math 4 pp. 169-170
1. Drill
Conduct a drill on finding the missing number in
a number sentence involving operations of whole
numbers.
Supply the needed number to make the number
sentence correct.
1. 5 + ____ = 55
2. ___ - 12 = 20
3. 24 / ___ = 2
4. 15 x 3 = ____
5. ____/7 = 3
Have a review on identifying the properties of
operations. What property is expressed in the
following equations?
a. 0 x 1 =
b. 2 x 3 = 3 x 2
c. 1 x 5 = 5
d. 2 + (4+5) = (2+4) + 5
e. 3 x (2 + 4) = (3 x 2) + (3 x 4)
.
3. Motivation
Do you know of a friend or a classmate having
difficulty in doing his/her homework? What will you do
if he/she asks help from you?
(Elicit from the pupils the value of helpfulness.)
1. Presentation
Rafael is tasked to find the missing numbers
in the following equations. He had already tried to
find the missing numbers for almost an hour but still
he cannot find it.
1. 12 + 24 + 34 = 34 + 12 + ______
2. 2 x (15 + 20) = (___ x 15) + (2 x ___)
3. 8 x 7 = ____ x 8
4. 24 + ____ = 5 + 35
5. (16 x 5) x 4 = 8 x (____ x 4)
Group the pupils into five.
Let them answer items a and b.
Encourage the pupils to work by pairs.
6. 10, 12, 14, 16, ____, ____, 22
7. 15, 20, 25, 30, ____, ____, 45
8. 22, 25, 28, 31, ____, ____, 40
9. 27, 31, ____, 39, ____, 47, 51
10. 73,67, 61, ____, 49,____, 37
3. Generalization
An equation states equality of two
expressions separated by an equal sign. The Properties
of Operations help us find the missing numbers in an
equation. We can evaluate an equation by performing
the operations in each expression
4. Application
IV. EVALUATION
Supply the missing terms.
a. 3 + 15 + 57 = ___ + 3 + 57
b. 5 x (8 + 9) = (___x 8) + (___ x 9)
c. (5 x 1) x (10 x 3) = (3 x 5) x (___ x 1)
d. 69 + ____ = ____ + 11
e. ____ x 30 = 15 x ____
V. ASSIGNMENT
Fill in the missing term/s in the following equations.
Use the hints provided.
a. (3 + 2) + 20 = ____ + (___+ 20) – (associative)
b. 6 x (5 + 10) = (___ x 5) + (6 x ___) –
(distributive)
c. (45 + 0) + (1 x 50) = (___ + 0) + (1 x ___)
(identity/zero property
d. 9 x ____ = 5 x ____ (commutative)
e. (8 x ___) x 5 = (6 x 5) (associative)
f.

NOVEMBER 29, 2018 THURSDAY
NOVEMBER 30, 2018 (BONIFACIO DAY) FRIDAY
I. OBJECTIVES
 Find the elapsed time in minutes and seconds
Value: Love for sports
LESSON 55: FINDING ELAPSED TIME
Materials: clock, number line, TG and LM
LM Math 4 pp. 172-175
1. Drill
Review when to use a.m. and p.m. when
expressing time. Give examples, then have an oral
drill on telling time to the minutes. Give these
exercises.
Write the time using a.m and p.m.
a. 48 minutes past 11 in the morning
b. 9 minutes past 4 in the afternoon
c. 35 minutes past 12 noon
d. 15 minutes past 8 in the morning
e. 24 minutes past 9 in the evening
Conduct a review on converting minutes to
seconds and vice versa. Give some examples.
.
3. Motivation
Show a picture of a boy playing tennis.
Ask the pupils to say something about the boy.
Ask: Do you also play tennis? What is your favorite
sport? Do you love playing your favorite sports? With
whom do you play your favorite sport? Relate the value
of love for sports.
1. Presentation
Rico and his friend started playing tennis at
8:10 a.m. and ended at 8:55 a.m. How long did they
play?
Ask: Who played tennis? What time did they start
playing? At what time did they end playing? What
does the problem ask you to find?
Group the pupils into six. Ask the groups
to work together in solving for the answer to the
problem. Give them enough time to perform the task.
After all groups have finished, ask them
to display their outputs on the board and ask them to
discuss their answers.
3. Generalization
 Elapsed time is the length of time when an
event happened i.e.. from the start to the end.
 To find the elapsed time, you can do the
following:
1. Subtract the time when the event started
from the time the event ended.
2. Use a number line.
3. Count the number of seconds or minutes
from the time the event started to the time
the event ended.
4. Application
IV. EVALUATION
Solve the following problems. Show you solutions
and answers on your answer sheet.
1. At 1:02:10 p.m Mark started walking from their
classroom to the library. If he reached the library
at 1:02:54 p.m., how long did it take Mark to
reach the library?
2. Mrs. Castro left Manila at 12:05: p.m. and
reached Naga City at 1:02 p.m. How long was
the trip?
V. ASSIGNMENT
Solve the following problems.
1. A bus left the station at 8:30 a.m. and arrived at
its destination at 4:55 p.m. on that same day.
How long was the trip?
2. The class party started at 2:00 p.m. It lasted for
5 hours and 35 minutes. At what time did the
party end?
3. An airplane is expected to take off at 10:15 a.m.
It was delayed by 55 minutes. At what time did
the plane take off?
4. Mark had to meet his friend at the park at 8:10
a.m. He arrived at the park 35 minutes earlier.
At what time did Mark arrive at the park

mathematics lesson plan for graded 4 pupils

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mathematics lesson plan for graded 4 pupils