MATHEMATICS IV 1.

Ask a pupil to draw a point on

the board and name this point O.
2. Ask another pupil to draw a
ray with O as the 2nd point and name this
OCTOBER 28, 2019
ray OR.
MONDAY 3. Introduce the name vertex.
MATHEMATICS IV-SC The common endpoint of ray
8:40-9:30 OR and OZ is called vertex. The rays are called
the sides
I. Objective: What figure have you formed?
 Identify the parts of an angle What angle have you formed?

Value: Cooperation C. Generalization:

What are the parts of an angle?
II. Subject Matter: Which is the vertex?
Identifying the parts of an angle
D. Practice Exercises:
References: K-12 Curriculum Identify the numbered part of each
Teachers Guide angle.
Mathematics IV
Materials: Drawing and cut outs of
angles

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Identify the following lines.

IV. Evaluation:
Give the endpoint and the two sides of
each angle below.

2. Review:
Why is a ray?

Name the rays in the

illustration.

3. Motivation: V. Assignment:
What do you think will be Name as many angles as you can in
formed when the endpoint of the the figure below.
two rays meet? What is the vertex of all the angles?
Name 5 sides of any angle.
B. Developmental Activities:
1. Presentation:
 8:40-9:30

DO LESSON PLAN DATED OCTOBER

28, IT WASN’T REALIZED BECAUSE
THE ADVISER IS ON REGIONAL
CAMP.

I. Objective:
 Identify the parts of an angle

Value: Cooperation

II. Subject Matter:

Identifying the parts of an angle

MATHEMATICS IV References: K-12 Curriculum

Teachers Guide
OCTOBER 29, 2019 Mathematics IV
TUESDAY Materials: Drawing and cut outs of
MATHEMATICS IV-SC angles
8:40-9:30
III. Learning Activities:
A. Preparatory Activities:
DO LESSON PLAN DATED OCTOBER 1. Drill:
28, IT WASN’T REALIZED BECAUSE Identify the following lines.
THE ADVISER IS ON REGIONAL
CAMP.

OCTOBER 30, 2019

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

DO LESSON PLAN DATED OCTOBER

28, IT WASN’T REALIZED BECAUSE 2. Review:
THE ADVISER IS ON REGIONAL Why is a ray?
CAMP.

OCTOBER 31, 2019

THURSDAY
MATHEMATICS IV-SC
8:40-9:30 Name the rays in the
illustration.
DO LESSON PLAN DATED OCTOBER
28, IT WASN’T REALIZED BECAUSE
3. Motivation:
THE ADVISER IS ON REGIONAL What do you think will be
CAMP. formed when the endpoint of the
two rays meet?
NOVEMBER 04, 2019
WEDNESDAY B. Developmental Activities:
MATHEMATICS IV-SC 1. Presentation:
 1. Ask a pupil to draw a point on
the board and name this point O.
2. Ask another pupil to draw a
ray with O as the 2nd point and name this
ray OR.
3. Introduce the name vertex.
The common endpoint of ray
OR and OZ is called vertex. The rays are called
the sides
What figure have you formed?
What angle have you formed?

C. Generalization:
What are the parts of an angle?
Which is the vertex?

D. Practice Exercises:
Identify the numbered part of each
angle.

IV. Evaluation:
Give the endpoint and the two sides of
each angle below.
NOVEMBER 05, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
 Visualize the different kinds of angles
as acute, right obtuse

Value: Sportsmanship

II. Subject Matter:

Naming Different kinds of angles

V. Assignment: References: K-12 Curriculum

Name as many angles as you can in Teachers Guide
the figure below. Mathematics IV
What is the vertex of all the angles? Materials: flashcards, pieces of
Name 5 sides of any angle. cartolina, two strips of cardboard joined by a
fastener

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Identify the parts of each
angle below.

2. Review:
Name the angles you can find
in the drawing below.

IV. Evaluation:
What kind of angle is in each number
below?

3. Motivation:
Show the pupils different cut
outs of angles.
Ask: What can you say about the
angles? Are they the same?

B. Developmental Activities:
1. Presentation:
a. Showing cut outs of catolina.
1. Show a piece of cartolina
to the class. V. Assignment:
Make the following using colored
paper or cartolina.
1. Make 2 cut outs of acute angles.
2. Make 2 cut outs of obtuse angles.
3. Make 2 cut outs of right angles

2. Described the angle formed at B.

It looks like a square corner.
Introduce the word right angle. It
measures 90 degrees.
3. Give the pupils two strips of
cardboard joined together by a
fastener…..pp.234

C. Generalization:
What are the different kinds of
angles?
What is the right angle?
What is an acute angle?
What is an obtuse angle?

D. Practice Exercises:
Study the drawing below. Name
each kind of angle below
NOVEMBER 06-08, 2019 MATHEMATICS IV
WEDNESDAY-FRIDAY
MATHEMATICS IV-SC NOVEMBER 11, 2019
8:40-9:30 MONDAY
MATHEMATICS IV-SC
Serves in the Juego de Triangulo 2019 8:40-9:30

I. Objective:
 Classify angles as right, acute and
obtuse

Value: Cooperation

II. Subject Matter:

Classifying angles as right, acute and
obtuse.

References: K-12 Curriculum

Teachers Guide
Mathematics IV
Materials: clock, charts, illustrations

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
a. What is an angle?
b. Name each angle below.

2. Review:
Guessing game: Guess who I
am then ask somebody to show
and angle on the board.
a. I am an angle, I'm smaller
than a right angle. I measure
less than 90 degrees. Who am
I? (acute angle)
b. I am an angle which is bigger
than a right angle. I measure
more than 90 degrees. Who
am I? (obtuse angle)

3. Motivation:
(Show 3 groups of angles to
the class)
Ask:
How are these angles grouped
together?

B. Developmental Activities:
1. Presentation:
Look at this clock. What time
does the Construct or paste
them on a piece clock show?
(9:00)
What kind of angle is formed?
 I. Objective:
 Identify congruent angles

Value: Cooperation

Observe the figure. Answer II. Subject Matter:

the following. Identifying congruent angles
a. Name 2 right angles.
b. Name 4 acute angles. References: K-12 Curriculum
c. Name 3 obtuse angles. Teachers Guide
d. Name an angle that looks the Mathematics IV
same in size as angle BCD. Materials: protractor, several
C. Generalization: examples of congruent figures, rectangular
How did we classify the angles? and square pieces of paper, comapass
We classified the angles according
to kind: right, acute, obtuse. III. Learning Activities:
A. Preparatory Activities:
D. Practice Exercises: 1. Drill:
Bring Me Game Ask the pupils to name the
different kinds of angles formed
Group 1
by 2 rectangular strips fastened
Bring me 5 objects with acute angles together.
Group 2
Bring me 5 objects with acute angles 2. Review:
What is a right angle? An
Group 3
acute angle?An obtuse angle?
Bring me 5 objects with right angles
3. Motivation:
Show 2 pieces of the same
IV. Evaluation: size of paper. Look at these pieces
What kind of angle is in each group? of paper. Which is bigger? Which
is smaller? Why? (They are both
of the same size)

B. Developmental Activities:
1. Presentation:
Present 2 right angles. Ask the
pupils to place the square corner
of a cardboard on each angle.
Ask: Do they have the same
measure? Do the angles
ABC and XOY match
exactly? (Yes) Why? (They
V. Assignment: have the same size or
Look at the angles below. Classify measure)
them as to right, obtuse and acute
angle. So we say angles ABC and
XOY are congruent.

MATHEMATICS IV

NOVEMBER 12, 2019

TUESDAY
MATHEMATICS IV-SC
8:40-9:30 C. Generalization:
 When are angles said to be
congruent?

D. Practice Exercises:
Draw or construct 2 pairs of
congruent angles.

IV. Evaluation:
1. Use the piece of cardboard to find out
which angles are congruent.
2. Use the protractor or compass to find
out which angles are congruent.
3. Draw 2 pairs of congruent angles.

V. Assignment:
A. On a piece of bond paper, construct 3
pairs of congruent angles.
B. Choose the pairs of angles that are
congruent. You may use a compass to
find out if they have the same
measure.
 MATHEMATICS IV e. Tell the class that what they
have measured is the perimeter of
NOVEMBER 13, 2019 a triangle.
WEDNESDAY f. How did you measure the
triangle? (By measuring all its
MATHEMATICS IV-SC
sides)
8:40-9:30 g. So, can you think of a formula
for finding the perimeter of a
I. Objective:
triangle? (P = S1 + S2 + S3)
 Find the perimeter of a triangle

Value: Conservation of trees C. Generalization:

What is a perimeter?
II. Subject Matter: How do you find the perimeter of
Finding the perimeter of a triangle a triangle?
References: K-12 Curriculum D. Practice Exercises:
Teachers Guide Find the perimeter of the
Mathematics IV following.
Materials: modules or illustrations of Use the formula you have just
triangles, ruler learned.
1. A triangle whose sides measures
III. Learning Activities: 12 cm, 15cm and 10 cm.
A. Preparatory Activities: 2. A triangle whose sides measures
1. Drill: 20 cm, 18cm and 13 cm.
Drill on adding numbers
mentally
10 + 13 = 45 + 45 = IV. Evaluation:
180 + 120 = A. Fill in the blanks below.
170 + 130 = 1. Perimeter = 18 cm + 12 cm + 10 cm
P= ______ cm
2. Review: 2. Perimeter = 10 cm + 10 cm + 12 cm
Identifying different kinds of P= ______ cm
triangle. Show models of triangle. 3. Perimeter = 15 cm + 15 cm + 15 cm
What kind of triangle is this? P= ______ cm
Why? Because it has a right angle. 4. Perimeter = 8 cm + 5 cm + 18 cm
P= ______ cm
3. Motivation:
5. Perimeter = 12 cm + 12 cm + 12 cm
Let’s estimate the sum of the
P= ______ cm
sides of each triangle in
centimeters.
V. Assignment:
Bring to class 5 cut outs of triangles
Let’s see who got the correct
with the measurements of sides.
estimation.

B. Developmental Activities:
1. Presentation:
a. Provide each group with the
same size of triangles.
b. Ask the pupils to do actual
measurements of the triangles.
c. Compare the results of their
estimation and their actual
measurements.
d. Commend those whose
estimates are close to the actual
measurements.
 MATHEMATICS IV they measured and why. Tell
them to describe what they
NOVEMBER 14, 2019 measured leading them to use
THURSDAY the phrase distance around.
Introduce the term perimeter
MATHEMATICS IV-SC
for this distance. Have the
8:40-9:30 pupils illustrate the object
(handkerchief) on the board
I. Objective:
with the corresponding
 Derive a formula for finding the
measures and ask one to write
perimeter of a polygon.
the number sentence for this.
25+25+25+ 25 or 4 x
Value: Accuracy 25
Thus the formula is
II. Subject Matter: P=S+S+S+SorP=4xS
Deriving a formula for finding the
perimeter of a polygon. C. Generalization:
What is perimeter?
References: K-12 Curriculum How do you find the perimeter of
Teachers Guide a polygon?
Mathematics IV
Materials: textbooks, real objects, D. Practice Exercises:
diagrams, illustrations, cut outs of polygons Find the perimeter of each figure.
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
Identifying polygons by
3 cm
means of a guessing game.
Example:
I am a polygon with four
equals sides Who am I?
IV. Evaluation:
2. Review: Seatwork
Ask what unit of measure is 1. Give the perimeter of each figure.
appropriate for objects such as:
 Distance between buildings
 Sides a handkerchief
 Safety pin

3. Motivation:
Show a plain handkerchief.
Do you carry your handkerchiefs
everyday? Why? What are the
uses of a handkerchief?

B. Developmental Activities:
1. Presentation:
a. Show a piece of lace V. Assignment:
If I'm going to sew lace Make cut outs of polygons. Write the
around this handkerchief measurement of each side.
would this lace be enough?
Get the children's opinion.
What are we going to do to
get the exact length of the
lace? Let the pupils measure
the sides and compute for the
distance around. Ask what
MATHEMATICS IV Present this situation to the class.

NOVEMBER 15, 2019

THURSDAY Mr. Villaflor presented
MATHEMATICS IV-SC these number patterns to
8:40-9:30 his Math class.

RED CROSS YOUTH CAMP AND a. 3,6,9, ___

MEDICAL AND DENTAL MISSION b. 4,8,12,16, ___
OF HOSPITAL DE ZAMBOANGA -What do you think are the missing terms
in a? What about in b?
NOVEMBER 18, 2019 -How were you able to guess the missing
MONDAY numbers/terms?
MATHEMATICS IV-SC -Give another similar example and ask the
8:40-9:30 same question.
Conduct a contest on determining the
I. Objective: missing terms.
Identify the missing element in a pattern Group pupils into 6. Give exercises on
and number sentence. determining missing terms.
Value: Accuracy C. Generalization:
-What do you call each number in the
II. Subject Matter: sequence? (Terms)
Determining the Missing Term/s in a -What is a list of numbers arranged in a
Sequence of Numbers
row called?
References: K-12 Curriculum
Teachers Guide Mathematics IV (Number Sequence)
TG: 223 – 226 D. Practice Exercises:
LM: 168 – 170 With their group they will Write the next
Materials: textbooks, real objects, four terms in each sequence:
diagrams, illustrations, cut outs of polygons 1. 0, 3, 6, 9, ____, ____, ____, ____.
2. 4, 9, 14, 19, ____, ____, ____, ____.
III. Learning Activities: 3. 10, 15, 20, 25, ____, ____, ____, ____.
A. Preparatory Activities: 4. 18, 25, 32, 39, ____, ____, ____, ____.
1. Drill: 5. 40, 35, 30, 25, ____, ____, ____, ____.
-Have a drill on skip counting by
2s, 3, etc. 6. 70, 60, 50, 40, ____, ____, ____, ____.
7. 2, 4, 8, 16, ____, ____, ____, ____.
2. Review: 8. 5, 10, 20, 40, ____, ____, ____, ____.
-Review odd and even
numbers, multiples and factors of IV. Evaluation:
a number Find the missing terms.
1. 33, 34, 35, ____
B. Developmental Activities: 2. 22, 24, 26, 28, ____
1. Presentation:
3. 15, 12. 8, ____, ____
-Fill in the missing shapes or numbers.
4. 10, 12, 16, 18, ___ ___
5. 25, 24, ___, 19, ___, 10

V. Assignment:
7, 9, 11 ___, 15 Find the missing terms.
1. 5, 10, 15, 20, ___, ____
1K, 2J, 3L, ____, ____, 6F
2. 1, 2, 4, 7, ____, ____
Look at the sequence of numbers. 3. 24, 20, 16, 12, ____, ____
4. 6, 7, 9, ____, 16, ___, 27
7, 10, _?_, 16, _?_ 5. 35, 38, ___, 44, ___, 50
What are the missing terms?
 (To find the missing term, use the
NOVEMBER 19, 2019 difference between terms.)
TUESDAY
MATHEMATICS IV-SC IV. Evaluation:
8:40-9:30 Find the missing terms in the given
number sequences.
I. Objective: 1. 33,35,___,39,___,43
Identify the missing element in a pattern 2. 41,___,51,___56,___66
and number sentence. 3. 6,7,9,___,16,___,27
Value: Accuracy
4. 77,74,___,68,___62
II. Subject Matter:
5. 25,24,___,19,____,10
V. Assignment:
Determining the Missing Term/s in a
Sequence of Numbers
References: K-12 Curriculum
Find the missing terms in the given
Teachers Guide Mathematics IV number sequences.
TG: 223 – 226 1. 1 3 5 7 ___ ___ ___ ___ ___
LM: 168 – 170 2. ___ 4 8 12 16 ___ ___ ___ ___ ___
Materials: textbooks, real objects, 3. ___ 6 9 12 15 ___ ___ ___ ___ ___
diagrams, illustrations, cut outs of polygons 4. ___ 22 20 18 ___ ___ ___ ___
5. ___ 18 27 36 ___ ___ ___ ___
III. Learning Activities:
A. Preparatory Activities:
1. Drill:
-Have a drill on skip counting by
4S, 5S and so on. NOVEMBER 20, 2019
WEDNESDAY
2. Review: MATHEMATICS IV-SC
-patterns and number patters 8:40-9:30
B. Developmental Activities: Attends BEIS Validation at HRDC
1. Presentation:
Give the exercises below as a group
activity.
1. 15,20,25,___,35, ___
2. 27,31,__,39,___,47,51
3. 100,90,___,70,___50
4. 73,67,61,___,49,___,37
5. 22,25,28,31,___,___,40

Ask the pupils to present and discuss

their answers.
Ask them: How did you get the
missing term in each sequence of
numbers?

Discuss the presentation under

Explore and Discover, page 166 of
LM Math Grade 4.

Generalization:
Lead pupils in generalizing by asking:
-How do you find the missing terms in
a number sequence?
NOVEMBER 21, 2019 on the second plate, 42 cookies on the
THURSDAY third plate, 50 cookies on the fourth
MATHEMATICS IV-SC plate, and 58 cookies on the fifth plate.
8:40-9:30 If this pattern continues, how many
cookies will the helper put on the sixth
I. Objective: plate?
*Find the missing number in an
equation involving properties of 3. Analysis:
operations. Who was putting cookies?
*Identify the property used in an Who do you think will eat those cookies?
equation Is it good to eat cookies?
*Work accurately and cooperatively What is being asked in the word problem?
How can we get answer? (allow the pupils to
Value: Accuracy
illustrate or role play the situation)
II. Subject Matter:
Finding the missing number in an 4. Guided Practice:
equation involving properties of operations. Fill in the missing numbers to make equations
References: K-12 Curriculum from the following. (TG p.229 , Enrichment)
Teachers Guide Mathematics IV
TG: pp 226-229/DepED 5. Application:
LM: pp. 171-172/DepED
Materials: textbooks, real objects, Fill in the missing number to make each
diagrams, illustrations, cut outs of polygons equation correct.
(LM p.172 , Apply Your Skills - B)
III. Learning Activities:
A. Preparatory Activities: 6. Generalization:
1. Drill
Find a missing term in a number sentence. What is an equation? Is there a need to
1. 35 + ___ = 90
2. 17 x 20 = ____
evaluate an equation? Why? How can you do
3. ___ ÷ 15 = 10 it?
4. 890 - 278 = ____
5. ___ + 237 = 876 IV. Evaluation:
2. Review Give the property used in each equation.
What is associative property? Then, write the missing numbers.
Commutative property? Identity Property?
1. (14 x 1) x 9 = 14 x (___ x 9)
Zero Property?
2. 5 x ( 10 x 17) = (___ x 10) + (5
3. Checking of Assignment x ____)
3. ___ x 2 = 46 x 2
4. 1 x ____ = 175
B. Developmental Activities: 5. 141 x _____ = 0
1. Motivation:
Do you eat your school canteen? V. Assignment:
What you usually buy in the school
canteen? Supply the missing term/s in the
Ask the pupils to present and discuss equations below.
their answers.
Ask them: How did you get the 1. 14 + 26 + 60 = ___ + 26 + 14
missing term in each sequence of 2. 10 x ( 14 + 29) = (___x 14) + (___ x
numbers? 2)
3. 71 + ___ = 198 + ___
2. Demonstration
4. ___ x 51 = 15 x _____
The school canteen's helper was
5. 1 x ____ = 187
putting cookies onto plates. He put 26
cookies on the first plate, 34 cookies
 MATHEMATICS IV Present this situation to the class.

NOVEMBER 15, 2019

THURSDAY Mr. Villaflor presented
MATHEMATICS IV-SC these number patterns to
8:40-9:30 his Math class.

RED CROSS YOUTH CAMP AND c. 3,6,9, ___

MEDICAL AND DENTAL MISSION d. 4,8,12,16, ___
OF HOSPITAL DE ZAMBOANGA -What do you think are the missing terms
in a? What about in b?
-How were you able to guess the missing
NOVEMBER 18, 2019 numbers/terms?
MONDAY -Give another similar example and ask the
MATHEMATICS IV-SC same question.
8:40-9:30 Conduct a contest on determining the
missing terms.
I. Objective: Group pupils into 6. Give exercises on
Identify the missing element in a pattern determining missing terms.
and number sentence. C. Generalization:
Value: Accuracy -What do you call each number in the
sequence? (Terms)
II. Subject Matter: -What is a list of numbers arranged in a
Determining the Missing Term/s in a
row called?
Sequence of Numbers
References: K-12 Curriculum (Number Sequence)
Teachers Guide D. Practice Exercises:
Mathematics IV IV. Evaluation:
TG: 223 – 226 Find the missing terms.
LM: 168 – 170 1. 33, 34, 35, ____
Materials: textbooks, real objects, 2. 22, 24, 26, 28, ____
diagrams, illustrations, cut outs of polygons 3. 15, 12. 8, ____, ____
4. 10, 12, 16, 18, ___ ___
III. Learning Activities: 5. 25, 24, ___, 19, ___, 10
A. Preparatory Activities:
1. Drill: V. Assignment:
-Have a drill on skip counting by Find the missing terms.
2s, 3, etc. 1. 5, 10, 15, 20, ___, ____
2. 1, 2, 4, 7, ____, ____
2. Review: 3. 24, 20, 16, 12, ____, ____
-Review odd and even 4. 6, 7, 9, ____, 16, ___, 27
numbers, multiples and factors of 5. 35, 38, ___, 44, ___, 50
a number

B. Developmental Activities:
1. Presentation:
-Fill in the missing shapes or numbers.

7, 9, 11 ___, 15
1K, 2J, 3L, ____, ____, 6F
Look at the sequence of numbers.
7, 10, _?_, 16, _?_
What are the missing terms?
NOVEMBER 22, 2019 Show a picture of a boy playing chess with his
FRIDAY father. Ask the pupils to say something about
MATHEMATICS IV-SC the picture.
8:40-9:30

Adviser attends Pre-Jamboree at

Pasonanca.

Motive Question
NOVEMBER 25, 2019 Ask: Do you also play chess? What is
MONDAY your favorite sport? Do you love playing your
MATHEMATICS IV-SC favorite sports? With whom do you play your
8:40-9:30 favorite sport? In one day, how many hours
did you spend playing your favorite sports?
I. Objective:
*Find the elapsed time in minutes and Present this problem to the class
seconds
* Write the elapsed time accurately Rico and his friends started playing
Chess at 8:10 a.m. and ended at 8:55 a.m.
*Show accuracy in getting the elapsed
How long did they play?
time
Value: Accuracy Who played chess?What time did they start
playing?At what time did they end playing?
II. Subject Matter: What does the problem ask you to find?
Finding Elapsed Time.
References: K-12 Curriculum Abstraction:
Teachers Guide Mathematics IV You can use a number line to solve
TG: pp.232-235/DepED
LM: pp. 172-174/DepED
Materials: Improvised wall clock , chart , By counting 45 minutes from 8:10 to 8:55
picture , number line By computation
Subtracting 8:10 from 8:55
III. Learning Activities: Solution:
A. Preparatory Activities: 8:55 think of 8:55 as 8 hours and 55
1. Drill minute
Oral drill on telling time to the minutes in
creative way - 8:10 think of 8:10 as 8 hours and 10
Teacher will play music while the students minutes
passing the ball and if the music stop
0:45
the pupil holding the ball will answer
the question given by the teacher.
Guided Practice
1. 48 minutes past 11 in the morning (Pair Activity) Complete the table by filling
2. 9 minutes past 4 in the afternoon in the elapsed time.
3. 35 minutes past 12 noon
4. 15 minutes past 8 in the afternoon
5. 24 minutes past 9 in the evening
START TIME END TIME ELAPSED
2. Review TME
Conduct a review on converting minutes
to seconds and vice versa. Give some 1. 0:08:15 0:08:56
examples.
2. 0:04:05 0:05:48
3. Checking of Assignment
3. 0:04:04 0:05:59

B. Developmental Activities: 4. 3:05 p.m 1:54 p.m

5. 2:55p.m 3:55 p.m

Use the table to answer the following questions below. Time d Time
Ti
me
Departure Arrival 0:04: 0:4
Trece 6:30 a.m Naic 7:25 a.m 10 :40
Trece 12:35 p.m Indang 1:25 p.m
Maragondon 3:25 Ternate 4:10 p.m 0:8:3 0:9
p.m 0 :57
Tanza 9:45 a.m Sm Rosario 10:50
a.m 5:40 6:2
Naic 5:45 p.m Sm Rosario 6:25 a.m 0
p.m a.
m
1. How long is the flight from trece to Naic?
7:55
2. If Mrs. Baldinar is going to Ternate from Maragondon ,how 8:5
long will her travel be? a.m 8
3. How long will Alden ‘s travel be if he goes to Sm Rosario a.
from Tanza? m
4. How long will a group of students travel from Trece to 3:02p 4:0
Indang? .m 5
5. How many minutes longer is the travel from Maragondon p.
toTernate than from Naic to Sm Rosario? m
V. Assignment:
Application: Read and solve each problem.
Write the answer in your notebook Complete the table by filling in the time of
1. Carding began his breakfast at 6:55 your daily activities.
a.m and finished at 7:10 a.m.How long
did it take him to eat?
2. Maria left school at 4:15 p.m and
arrived home at 5:05 p.m.How long
did she travel?
3. The Mercado family arrived home at
8:15 a.m.They left Puregold Tanza at
4:15 p.m.How long did they travel?
4. Anna studies his lessons from 5:15p.m
to 7:30 p.m .He does this everyday
from Monday to Friday.How many
hours does s he spend studying ?
5. Yaya Dub works from 8:00 a.m to5:00
p.m from Monday to Saturday in Eat
Bulaga.How many hours does she
spend working?

IV. Evaluation:
Complete the table by filling in the elapsed
time. Use the number line method.

Start En Elapsed
Daily Start End Elapsed
Activities Time Time Time
NOVEMBER 26, 2019
TUESDAY This is the elapsed time
MATHEMATICS IV-SC
8:40-9:30 Elapsed time is the time that has passed from
the time you start an activity until the time you
I. Objective: end the activity.
Guided Practice
*Find the elapsed time in minutes and
Solve the following problems. (TG p. 235 ,
seconds Enrichment)
* Write the elapsed time accurately
*Show accuracy in getting the elapsed Independent Practice
time Let the pupil do a role playing on the
Value: Accuracy following situations:

II. Subject Matter: A jeep left alfonso at 6:30 p.m and arrived in
Finding the elapsed time in minutes Tagaytay at 7:15 p.m on the same day. How
and seconds. long was the trip?
References: K-12 Curriculum
Teachers Guide Mathematics IV At 6:00 a.m, Dan started walking from their
TG: pp.232-235/DepED house to his school. If he reached the school at
LM: pp. 174-1775/DepED 6:40, How long did it take Dan to reach
Materials: Improvised wall clock , chart , the school?
picture , number line

III. Learning Activities: Application: Solve the following problems.

A. Preparatory Activities: Show your solutions and answer on your
1. Drill sheet.
1. Drill 1. At 1:02:10 p.m. Mark started walking
Using a toy clock, let the pupils tell time.
from their classroom to the library. If he
2. Review/Checking of Assignment
reached at 1:02:54 p.m. , how long did it take
B. Developmental Activities: Mark to reach the library?

Motive Question 2. Mrs. Castro left Manila at 12:05 p.m

Do you have a school project? and reached Silang at 3:02p.m. How long
How long did it take you to finished doing it? was the trip?

Presentation/Modeling Generalization:
How to get the elapsed time?
Onyok’s group started working on their Math
project at 8:15 am. They finished at 8:50 a.m.
How long did it take Alice’s group to finish IV. Evaluation: Complete the table by filling
the Math project? the elapsed time. Write your answers in your
sheet. (TG p. 235 , Assessment )
How many minutes did it take them to work
from 8:15 a.m to 8:50 a.m?
V. Assignment:
Analysis:

Study the model: Find the elapsed time shown in each

number line. (TG p. 235 , Remediation )
Let us use a clock model to show the time.

Alice’s group started working on the project

at this time

Alice’s group finished working on the project

at this time
NOVEMBER 27, 2019
Analysis:
WEDNESDAY
MATHEMATICS IV-SC Use Explore and Discover in the Learner’s
8:40-9:30 Material pp. 174 - 175 for the discussion.

I. Objective: Guided Practice

*Find the elapsed time in minutes and TIME
TIME SOLUTIO
seconds STARTED
ENDED
N AND
ANSWER
* Write the elapsed time accurately
*Show accuracy in getting the elapsed 7:35 8:25
time 5:28 5:49
Value: Accuracy
2:25 3:15
II. Subject Matter: 4:02 6:08
Finding the elapsed time in minutes
and seconds. 3:13 4:24
References: K-12 Curriculum
7:30 8:45
Teachers Guide Mathematics IV
TG: pp.232-235/DepED 9:54 10:36
LM: pp. 174-1775/DepED
1:26 2:30
Materials: Improvised wall clock , chart ,
picture , number line 8:49 9:18
http://learnzillion.com/lessons/577-
10:50 11:25
solving-elapsed-time-word-problis-to the-
nearest-five-minutes
Independent Practice
1. If the starting time is 5 p.m. and the ending
III. Learning Activities: time is 9 p.m. how much time has passed?
A. Preparatory Activities: 1. I took my dog for a walk at 3:25 p.m.
1. Drill
We were finished at 4:20 p.m. How
2. Review
School begins late today at 9:45 a.m. long did we walk the dog for?
If you get out at 4:00 p.m. how much time will you 2. My mom left for work at 3 p.m. She
be in school today? came home at 11:30. How long was
3. Checking of Assignment she at work?

B. Developmental Activities: Application: Solve the following word

problems. Show your solutions.
Motive Question 1. Darren and Kate left the school at 3:45 pm.
What is your favorite show in TV? It took them 48 minutes to get home. What
How long did you watch it? time did they arrive home?
2. Cardo started studying for his Math test at
Presentation/Modeling 4:45 p.m. He finished at 5:30 p.m. How long
did it take him to study?
Begin with a 4 minute and 15 minute video
lesson. The lesson will show elapsed time by Generalization:
using a number line. What is an elapsed time?
How can you get the elapsed time?
 http://learnzillion.com/lessons/577-
solving-elapsed-time-word-problis-to-
the-nearest-five-minutes
IV. Evaluation: Read and analyze the word
Alice started watching her favorite educational
TV program at 6:30 in the evening. If she problem. Answer the questions that follow.
finished watching at 7:25 in the evening, how Refer to the table to figure out the right
long did Alice watch program? answer.
Team Member Time

Troy 00:03:82

Shan 00:11:70

Sydney 00:14:18

Flix 00:17:48

Caleb 00:19:76

V. Assignment:

Solve for the missing time.

TIME TIME SOLUTION AND

STARTED ENDED ANSWER
2:08 a.m 2:58a.m
9:32 p.m 30 minutes
10:05 p.m 2 hours , 43 minutes
2:36 a.m 3:34 a.m
5:45 a.m 41 minutes
NOVEMBER 28, 2019 Analysis:
THURSDAY
Use Explore and Discover in the Learner’s
MATHEMATICS IV-SC
Material pp. 174 - 175 for the discussion.
8:40-9:30
Guided Practice
I. Objective:
*Find the elapsed time in minutes and TIME
STARTED
TIME SOLUTIO
N AND
ENDED
seconds ANSWER

* Write the elapsed time accurately 7:35 8:25

*Show accuracy in getting the elapsed
5:28 5:49
time
Value: Accuracy 2:25 3:15

II. Subject Matter: 4:02 6:08

Finding the elapsed time in minutes 3:13 4:24

and seconds.
References: K-12 Curriculum 7:30 8:45
Teachers Guide Mathematics IV 9:54 10:36
TG: pp.232-235/DepED
LM: pp. 174-1775/DepED 1:26 2:30
Materials: Improvised wall clock , chart ,
8:49 9:18
picture , number line
http://learnzillion.com/lessons/577- 10:50 11:25
solving-elapsed-time-word-problis-to the-
nearest-five-minutes
Independent Practice
1. If the starting time is 5 p.m. and the ending
III. Learning Activities: time is 9 p.m. how much time has passed?
A. Preparatory Activities: 3. I took my dog for a walk at 3:25 p.m.
3. Drill We were finished at 4:20 p.m. How
4. Review long did we walk the dog for?
School begins late today at 9:45 a.m. 4. My mom left for work at 3 p.m. She
If you get out at 4:00 p.m. how much time will you came home at 11:30. How long was
be in school today? she at work?
3. Checking of Assignment
Application: Solve the following word
B. Developmental Activities: problems. Show your solutions.
1. Darren and Kate left the school at 3:45 pm.
Motive Question It took them 48 minutes to get home. What
What is your favorite show in TV? time did they arrive home?
How long did you watch it? 2. Cardo started studying for his Math test at
4:45 p.m. He finished at 5:30 p.m. How long
Presentation/Modeling did it take him to study?
Begin with a 4 minute and 15 minute video
Generalization:
lesson. The lesson will show elapsed time by
using a number line. What is an elapsed time?
How can you get the elapsed time?
 http://learnzillion.com/lessons/577-
solving-elapsed-time-word-problis-to-
the-nearest-five-minutes
IV. Evaluation: Read and analyze the word
Alice started watching her favorite educational problem. Answer the questions that follow.
TV program at 6:30 in the evening. If she Refer to the table to figure out the right
finished watching at 7:25 in the evening, how answer.
long did Alice watch program?
Team Member Time

Troy 00:03:82

Shan 00:11:70

Sydney 00:14:18

Flix 00:17:48

Caleb 00:19:76

V. Assignment:

Solve for the missing time.

TIME TIME SOLUTION AND

STARTED ENDED ANSWER
2:08 a.m 2:58a.m
9:32 p.m 30 minutes
10:05 p.m 2 hours , 43 minutes
2:36 a.m 3:34 a.m
5:45 a.m 41 minutes

NOVEMBER 29, 2019

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

GRADE IV-SC ADVISER ATTENDS THE

PRE-JAMBOREE FOR 17TH NATIONAL
CAMPING
DECEMBER 2, 2019 B. 87 456
MONDAY _______
- 23 789
MATHEMATICS IV-SC _______
8:40-9:30 3. Motivation
Showing a picture of a girl cleaning alone in the
I. Objective: school ground.
Estimate the duration of time in Does she have any companion? How about you,
minutes. do you also work
Prepequisite Concepts and Skills:
a. Developmental Activities without being told
 Rounding wole or when no one is watching?
numbers to the
specified place value 1. Presentation
 Estimating the sum and The ground of Castro Elementary School is
planted with mangoes. Lorena and her group
difference of whole mates started to clean the ground at exactly 6:40
numbers a.m. they finished cleaning at around 7:19 a.m.
 Finding elapsed time in About how many minutes did they spend
minutes and seconds cleaning the school ground?
Value: Accuracy
2. Discussion:
What are the girls doing? At what time did they
II. Subject Matter: start and finish cleaning?
Estimating the Duration of Time in What is asked in the problem? How will you
Minutes solve the problem?
Materials: drill cards, activity sheets, What operations will be used to find the
Teacher’s Guide, LM Math Grade 4 on answer?
*Performing the activity/ Processing the activity
page 176 Is there a difference between the exact elapsed
References: K to 12 Grade 4 Curriculum time and estimated elapsed time? Is the
Guide, LM Math Grade 4 pages 176 - 178 estimated time reasonable? How did you
estimate time in minutes?

III. Learning Activities: 3. Generalization

A. Preparatory Activities: How do we estimate the elapsed time in
A. Preliminary Activities minutes?
1. Drill *To estimate the elapsed time, round the
A. Round each number to the specified place minutes in the time ended and time started to
value. tens. Then, find the difference.

4. Application
Team Member Time Group activity.
Answer Get Moving on page 176 of LM.
Troy 00:03:82
5. Fixing Skills
Shan 00:11:70 Answer Apply Your Skills on page 177 of LM.
Sydney 00:14:18
IV. Evaluation: Complete the table by filling
Flix 00:17:48
in the estimated elapsed time.
Caleb 00:19:76
Time Time Estimated
Started Ended elapsed
1. 45 980 ( thousands )
2. 99 827 (ten thousands) time
3. 567 ( tens)
2. Review 12:09 12:34
Round to the highest place value, then find the p.m p.m
sum or difference.
A. 45 980 ________ 3:48 p. 3:56
+9 489 ________ m p.m
 10:05 10:36
a.m a.m

8:03 5:45
p.m p.m

V. Assignment:

Write the elapsed time inside the oblong

and the estimated elapsed time in the
rectangle.
A. 12:33 12:30
-12:08 -12:10

B. 9:58 9:60
- 9:04 - 9:00

c. 1:36 1:40
- 1:05 -1:10
DECEMBER 3, 2019 1. Presentation
TUESDAY Alma started working on her project at 9:10
p.m. Upon finishing her project, she looked at
MATHEMATICS IV-SC her digital watch and the time was already 9:56
8:40-9:30 p.m. How long did she work on her project?

I. Objective: 2. Discussion:
Solve problems involving elapsed time. What did Alma do? At what time did she start
making her project? At what time did she
finish?
Prepequisite Concepts and Skills: How do we solve problem? Is there a need to
 Estimating elapsed time follow a procedure? What are the usual steps we
in minutes use to solve a problem?
 Solving problems *Performing the activity/ Processing the activity
involving conversion of
3. Generalization
time measure How do we solve word problems involving
 Finding elapsed time in elapsed time?
minutes and seconds
Value: Time Management 4. Application
Group activity.
Answer Get Moving on page 182 of LM.
II. Subject Matter:
5. Fixing Skills
Answer Keep Moving on
Solving Problems Involving Elapsed Time page 183 of LM.
Materials: Teacher’s Guide, LM,
flashcards, activity
References: K to 12 Grade 4 Curriculum IV. Evaluation: Solve the problems.
Guide, LM Math Grade 4 pages 179 - 182
1. Dioleta began creating a
model of the layers of the
III. Learning Activities: earth using buko at 5:30 in the
A. Preparatory Activities: afternoon. She was able to
1. Drill make her model at 6:05 p.m.
A. Give the exact equivalent.
1. 24 hrs.=_______day How long did it take her to
2. 14 days = ______weeks finish creating the model?
3. 120 minute=___hours
4. 5 minutes=____seconds 2. Rod and Ian were assigned to
5. 60days=______months clean the industrial area room
today. Thy began cleaning at
2. Review
Jenny started doing her assignment 6:45 a.m. They agreed to work
in English at 8:03 in the evening and finished at fast. At 7:05 a.m. they were
8:50 p.m. about how able to finish cleaning. For
how many minutes
did Jenny do her homework?
how many minutes did they
clean the room?
3. Motivation
Showing a picture of a girl writing and reading V. Assignment:
in a study table.
What do you usually do as a pupil before going Answer Apply Your Skills on page 184
to sleep at night? How do you manage doing all
the assignment, projects, and other home
activities?

A. Developmental Activities without being told

or when no one is watching?
January 6, 2019 2.. Review
MONDAY What unit of measurement and measuring tool
is appropriate for the following.
MATHEMATICS IV-SC - Distance between buildings
8:40-9:30 - Sides of a handkerchief
- Length of a safety pin
I. Objective: - Length of a ball pen
Visualize the perimeter of any given - Edge of a table
closed plane figure in different - Sides of the blackboard
situations.
Measure the perimeter of any given 3. Motivation
Showing a plane handkerchief.
closed figure using appropriate tools. What is the shape of this handkerchief?
Derive the formula for perimeter of Do you carry you handkerchief everyday?
any given closed figure Why?
Find the perimeter of triangles, What are the uses of handkerchief?
squares, rectangles, parallelograms and What other shapes do you know aside from the
square?
trapezoid.
Prepequisite Concepts and Skills: a. Developmental Activities without being told
 Identifying and or when no one is watching?
describing triangles and
quadrilaterals 1. Presentation
Observing the following objects:
 Measuring legth of a. A handkerchief
objects using the (square)
appropriate unit of b. A picture frame
measure hanging in the
classroom (rectangle)
 Adding and multiplying c. The reading table
numbers mentally (rectangle)
Value: Healthy Lifestyle d. The blackboard
( (square)
e. The sides of the room
II. Subject Matter: (rectangle)
f. A neckerchief
Measuring Perimeter (triangle)
2. *Performing the activity/ Processing the
Materials: Teacher’s Guide, LM, activity
flashcards, activity sheets , ruler, meter
stick, drill cards, real objects 3. Processing the Activity
References: K to 12 Grade 4 Curriculum How did you find the activity? How were you
Guide, LM Math Grade 4 pages 183-185 able to find the answer?

4. Generalization
What is perimeter?
III. Learning Activities: How do you find the perimeter of a given
A. Preparatory Activities: figure?
A. Preliminary Activities What is the formula in finding the perimeter of
1. Drill a triangle, a square, a rectangle, a trapezoid,
a. Add and multiply mentally. and a parallelogram?
5+5= ______
4x10=_____ 5. Application
12+24=____ Group activity
5x20=_____ Answer Apply Your Skills page 187 of LM.
b. Guessing game on polygons.
1. I am a polygon with four equal sides. What 6.Fixing Skills
am I? Answer Get Moving on page 1836of LM.
2. i have three sides and three angles. What am
I?
3. I have two long parallel sides and two short IV. Evaluation: Find the perimeter of the
parallel sides. What shape am I?
following figures:
V. Assignment:

Find the perimeter of the following

figures:
January 7, 2019
MONDAY
MATHEMATICS IV-SC
8:40-9:30

I. Objective:
 Solve word problems involving perimeter measure

Value: Cooperation/Accuracy

II. Subject Matter:

Solving word problems involving perimeter measure

References: K-12 Curriculum

Teachers Guide Mathematics IV
Materials: picture chart, pocket chart, flashcards

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
What formula a do we use to find the perimeter of the following?
- rectangle
- triangle
- pentagon
- square

Find your answer in the pocket chart.

2. Review:
What must be remembered in solving word problems to make sure that you will get the correct
answer?

3. Motivation:
Who comes to school by just walking? .How far do you walk from your home to the school? Do you
know how to find it?

B. Developmental Activities:
1. Presentation of lesson through a word problem
Vince walked from his house to the school then to the market and back home. How far did he walk?
 C. Generalization:
How did we solve the problem?

D. Practice Exercises:
Solve this word problem by yourself.

For your project in EPP, you made a square frame that measures 45 centimeters on one side. What is the
perimeter of the frame?

IV. Evaluation:
Solve the word problems. Follow the steps in problem solving.
1. Jocelyn's flower garden has a length of 10 meters and a width of 6 meters. Find the perimeter of the garden.
2. One side of a square playground of San IsidroCentralSchool measures 120 meters. How many meters of
chicken wire are needed to enclose the playground?
3. There are 15 regular hexagonal poster frames in the 'dilly's gallery. Each side of the frame is 22 cm long. How
much wood had been used for the frames?

V. Assignment:
1. Formulate one problem involving perimeter measure.
2. Rex bought an octagonal mirror with each side measuring 25 cm. What is the perimeter of the mirror?
3. Jelleni jogs around a triangular park which measures 425 meters, 350 meters and 435 meters. How far will she
jog if she goes around the park twice?

\
January 9, 2019
THURSDAY
MATHEMATICS
8:40-9:30

I. Objective:
 Answer 3rd Quarter Review

Value: Cooperation/Accuracy

II. Subject Matter:

3rd Quarter Review

References: K-12 Curriculum

Teachers Guide Mathematics IV
Materials: test questions

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
Skip Counting

2. Review:
Given each group a topic of lessons of 3rd Quarter to discuss.

B. Developmental Activities:
Given a topic the group will present insights to class about it.

C. Generalization:
What are the topics discussed in the third quarter?

D. Practice Exercises:
Play Fish Bowl game. The group with the highest score will be the winner.

IV. Evaluation:
Evaluate pupils work.

V. Assignment:
Study for your Unit Test.
January 10, 2019
FRIDAY
MATHEMATICS
8:40-9:30

I. Objective:
 Answer 3rd Quarter Unit Test

Value: Cooperation/Accuracy

II. Subject Matter:

3rd Quarter Unit Test

References: K-12 Curriculum

Teachers Guide Mathematics IV
Materials: test papers

III. Learning Activities:

A. Review

B. Reading and Giving Instructions

C. Setting of Standards in taking the test

D. Test Proper

IV. Evaluation:
Evaluate pupils work.

V. Assignment:
Enjoy Your weekend
January 13, 2019
MONDAY
MATHEMATICS
8:40-9:30

I. Objective:
 Perform 3rd Quarter Performance Task

Value: Cooperation/Accuracy

II. Subject Matter:

Performance Task: Answer Word Problem Involving Elapse Time (boys)

References: K-12 Curriculum

Teachers Guide Mathematics IV
Materials: Word Problems

III. Learning Activities:

A. Procedure
Given a word problem involving elapse time, the learners should able to answer the problem, if not, she
will be given a chance up to three times chances.

IV. Evaluation:
Evaluate pupils work.

V. Assignment:
Study for your 3rd Quarter Exam.
January 14, 2019
TUESDAY
MATHEMATICS
8:40-9:30

I. Objective:
 Perform 3rd Quarter Performance Task

Value: Cooperation/Accuracy

II. Subject Matter:

Performance Task: Answer Word Problem Involving Elapse Time (girls)

References: K-12 Curriculum

Teachers Guide Mathematics IV
Materials: Word Problems

III. Learning Activities:

A. Procedure
Given a word problem involving elapse time, the learners should able to answer the problem, if not, she
will be given a chance up to three times chances.

IV. Evaluation:
Evaluate pupils work.

V. Assignment:
Study for your 3rd Quarter Exam.
January 15, 2019
WEDNESDAY
MATH IV-SC
8:40-9:30

I. Objective:
 Answer at least 75% of the 3rd Quarter Exam.
Value: Cooperation/Accuracy

II. Subject Matter:

3rd Quarter Test

References: K-12 Curriculum

Teachers Guide Mathematics IV
Materials: test papers

III. Learning Activities:

A. Review

B. Reading and Giving Instructions

C. Setting of Standards in taking the test

D. Test Proper

IV. Evaluation:
Evaluate pupils work.

V. Assignment:
Study your lessons.
January 16, 2019
THURSDAY
MATH IV-SC
8:40-9:30
January 17, 2019
FRIDAY
MATH IV-SC
8:40-9:30
 MATHEMATICS IV 2. Solve for the area of the triangle.

Date: ___________ Group B

1. Using a cartolina, show the exact
I. Objective: measurement of the triangle.
 Find out the area of a triangle 2. Label each side and find the area
of the triangle
Value: Cooperation the area of a triangle
C. Generalization:
II. Subject Matter: How did you get the area of a triangle?
Finding the area of a triangle
D. Practice Exercises:
References: K-12 Curriculum Find the area of the triangle.
Teachers Guide Mathematics IV
Materials: meter stick, ruler, tape, scissors,
cut outs

III. Learning Activities:

A. Preparatory Activities:
1. Drill:
1. Drill
What will you do to make the lanterns
beautiful? c. A triangular-shaped lot has a base of 20 m
Let the pupils give the answers by and a height of 15 m what is the area?
multiplying 2 neighboring numbers
until the triangle is completed. IV. Evaluation:
1. Here is a diagram of the lot bought by Jose. He
divided it diagonally. The resulting 2 lots are
triangular. He gave one lot to his nephew.
What is the area of the lot?

Triangle
Round up

2. Review:
Using cut outs of triangular flaglets V. Assignment:
with labels on each side, ask the pupils to
give the formula in finding the area of a
triangle.

3. Motivation:
Amado made a triangular lantern with
a base of 30 cm and a height of 25 cm. 2. The triangular lot has base of 20 m and a
What is the total area of a lantern? height of 15 m. what is the area of the lot?
Ask: What are lanterns for? 3. Measure a piece of grade 4 paper, find the
What will you do to make the measurement of the length and the width. Fold
lanterns beautiful? it diagonally and solve the area of the triangle
What is the shape of the lantern? formed.
B. Developmental Activities:
1. Presentation:
MATHEMATICS IV
a. Group Activity
Date: ___________
Group A
1. Illustrate on how to find the area I. Objective:
of the triangle.
  Find the area of parallelograms in square c. Label your answer by expressing it in
meters or centimeters square units.

Value: Sharing one’s ideas C. Generalization:

How do you find the area of a rectangle?
II. Subject Matter: How about a square?
Finding the area of parallelograms
D. Practice Exercises:
References: K-12 Curriculum Find the area
Teachers Guide Mathematics IV 1. L = 10 mm L = 25 cm
Materials: graphing or grid paper, learning W = 9 mm W = 12 cm
activity sheet. A = ______ A = ______
2. Mang Pedro's square vegetable garden
III. Learning Activities: measures 5 meters on one side. If a lot
A. Preparatory Activities: measures 12 meters long and 10 meters
1. Drill: wide. What is its area?
Drill on basic multiplication facts
orally IV. Evaluation:
10 x 13 = 5x6= 80 x Find the area.
10 = 17 x 10 = 1. Find the missing number
L = 12 m S = 10 dm
2. Review: W=6m A = _______
Give the equation for the figure. A = _______

2. A glass of measures 130 cm by 46 cm. will it

fit a table that measures 127 cm by 62 cm?
Why?

V. Assignment:
1. Measure the length and width of your dining
table then solve for its area.
2. Find the area of your room.
3. Motivation:
Situation:
Mr. Tan is covering the floor area of
his sala with square tiles. How many
square tiles does he need?
If you are Mr. Tan, how are you going
to do it? What are you going to do with the
square tiles? Can you paste it on? What
will you put on it so that it will not be
removed?

B. Developmental Activities:
1. Presentation:
For Mr. Tan's floor area of his sala.
There are 8 rows of squares. There are 10
squares in each row.
Group Activity

Group 1
a. Illustrate the floor area of Mr. Tan's
Sala.
b. Indicate the measurements on each side.
c. Multiply the length and width. What is
the answer?

Group 2
a. Write the length and width of Mr. Tan's
sala.
b. Solve by multiplying the 2 given numbers.