SCHOOL Agsalin Elem.
School Grade Level FOUR
GRADE 1 to 12 TEACHER Caselyn F. Abestilla Quarter FOURTH
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 4 DAY MONDAY
I. Objectives
Content Standards Demonstrates understanding of the concept of time, perimeter, area, and
volume
Performance Standards Applies the concept of time, area and volume to mathematical problems
and real-life situations
Learning Competencies/Objectives Visualize the volume of solid figures in different situations using non-
(Write the LC code for each) standard (e.g. marbles, etc.) and standard units
M4ME-IVd-62
Identify the different kinds of solid figure .
Differentiate solid figure from plane figure.
Value the importance of solid figure in their daily living.
II. Content
III. Learning Resources
References
1.Teacher’s Guide pages 291-293
2.Learner’s Materials pages 219-223
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Ppt, flashcards, charts,cutouts
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Have a review on solving for the perimeter and area of a triangle, a
parallelogram, and a trapezoid. Let the pupils do the following:
1. 2.
3.
B. Establishing a purpose for the lesson The pupils will play a game called “Maria and Jose Went to Market”
(ENGAGE) The students will be group in to two group (boys and girls), each group will
be given a basket .The boys will only get those materials that are plane
and the girls will only get those materials that are 3 dimensional.
Let the pupils present the figures and discuss the characteristics of each
figure.
(what do you call this figure?)
(what are the different kinds of solid figure?
Cube,prism, cylinder, pyramid, sphere,cone
C. Discussing new concepts and practicing new skills #1 Group Work Activity
(EXPLAIN) Divide the class into three groups. Let each group sort out the materials
that will be given to them. They will identify the different kinds of solid
figure
D. Discussing new concepts and practicing new skills #2
(ELABORATE)
E. . Developing mastery Identify what kinds of solid figure are the following :
(Leads to formative assessment) 1.Shoe box 4. Empty jar of stick o
2.Ball 5. Toblerone box
3. Chalk box
F. Finding practical/ applications of concepts and skills in 1. Name the the different solid figures found in your house.
daily living 2. What is the importance of the solid figure that you have listed?
G. Making generalizations and abstractions about the What are the different kinds of solid figure.
lesson What is the difference between solid figure and plane figure?
H. Evaluating Learning Identify what kinds of solid figure are the following :
1.Shoe box 4. Plastic bottle
2.Ball 5. Toblerone box
3.dice
I. Additional activities for application or remediation Bring an example of solid figures found in your home.
V .Remarks
VI.Reflection
A. No. of learners who earned 80% on this formative
assessment
B. No. learners who require additional activities for
remediation
SCHOOL Agsalin Elem. School Grade Level FOUR
TEACHER Caselyn F. Abestilla Quarter FOURTH
GRADE 1 to 12 SUBJECT MATH DATE
DAILY LESSON WEEK 4 DAY TUESDAY
PLAN
I. Objectives
A. Content Standards Demonstrates understanding of the concept of time, perimeter, area, and
volume
B. Performance Standards Applies the concept of time, area and volume to mathematical problems
and real-life situations
C. Learning Competencies/Objectives Visualize the volume of solid figures in different situations using non-
(Write the LC code for each) standard (e.g. marbles, etc.) and standard units
M4ME-IVd-62
Know what is volume .
Identify the difference between volume and area.
Apply in real life situation the uses of volume.
II. Content
III. Learning Resources Creating Problems Involving Perimeter and Area
References
1.Teacher’s Guide pages 291-293
2.Learner’s Materials pages 219-223
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Ppt, flashcards, charts,cutouts
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson What are the different kinds of solid figure?
Which of the following figure are example of solid figure?
B. .Establishing a purpose for the lesson The teacher will show a chess board and a jar. The teacher will call two
pupils to put the pebbles in the jar until its full and on the chess board until
the surface is covered.
How many pebbles are there in the surface of the chess board and how
many pebbles are there inside the jar?
C. Presenting examples/instances of the new lesson What is the difference between the two figure?
The jar is an example of solid figure while the surface of the chess board is
an example of plain figure.
What do we measure in the chess board? The number of stone in every
square,therefore we measure the area covered by the stone.
What do we measure in the jar?
The number of stone we can put in the space inside the jar.
What do you call the number of stone we can put in the space inside the
jar?
We call it volume.
What is Volume?
D. Discussing new concepts and practicing new skills #1 Group activity
The teacher will group the students in to 3 groups ,each group will be given
a situation and they will identify which of the situation shows volume, area
or perimeter.
1. Mang Ambo is planting rice on his rice field.
2. Aling susan wrap the surface of the table.
3. Carlo put water inside the container.
4. My father put a bamboo fence around our garden.
E. Discussing new concepts and practicing new skills #2
F. Developing Mastery (Leads to Formative Assessment)
G. Finding practical application of concepts and skills in Jovan was asked by her mother to buy 1.5 liter of gasoline, which of the
daily living following material should he use?
A. a 1.5 liter plastic bottle of coke B. a plate C. Glass
H. Making generalizations and abstractions about the What is volume?
lesson What is the difference between area and volume?
I. Evaluating Learning Which of the following situation shows volume.
1.Mang Ambo is planting rice on his rice field.
2.Aling susan wrap the surface of the table.
3.Carlo put water inside the container.
4.My father put a bamboo fence around our garden.
J. Additional activities for application or remediation Give one situation that shows the use of volume.
V .Remarks
VI.Reflection
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities to remediation
SCHOOL Agsalin Elem. School Grade Level FOUR
GRADE 1 to 12 TEACHER Caselyn F. Abestilla Quarter FOURTH
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 4 DAY WEDNESDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concept of time, perimeter, area, and
volume
B. Performance Standards Applies the concept of time, area and volume to mathematical problems
and real-life situations
C. Learning Competencies/Objectives Visualize the volume of solid figures in different situations using non-
(Write the LC code for each) standard (e.g. marbles, etc.) units.
M4ME-IVd-62
II. Content
III. Learning Resources Visualizing the Volume of a Solid Using Non-Standard Units
References
1.Teacher’s Guide pages 298-301
2.Learner’s Materials pages 226-228
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Ppt, flashcards, charts,cutouts
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Have a review on non-standard units and the concept of a solid. Ask pupils
to show examples of solid figures like boxes, alphabet blocks, etc.
B. .Establishing a purpose for the lesson Show a Rubik’s Cube. Ask if the pupils are familiar with this toy. Ask what is
challenging about the Rubik’s Cube. Link this figure with the lesson to be
learned.
C. Presenting examples/instances of the new lesson Present this story to the class.
Mike wanted to find out which box, A or B, has the greater volume. He
filled box A with marbles. Then, he transferred the marbles to box B. After
box B was full, there were still some marbles in box A.
A B
D. Discussing new concepts and practicing new skills #1 Ask: Which box has the greater volume? Let them compare the contents of
each box.
Ask the pupils why the boxes do not have the same number of materials or
objects.
Ask them why there are gaps or empty spaces within the boxes. Explain
the meaning of volume and non-standard units.
E. Discussing new concepts and practicing new skills #2 Group Activity
Divide the class into four groups. Distribute a box to each group. Ask each
group to fill the box with the materialsgiven to them to find the volume of
the box.
I-Using the marbles
II-Using the pebbles
III-Using the beans
IV-Using the plastic bottle cups
Discuss how to find the volume.
F. Developing Mastery (Leads to Formative Assessment) Find the actual number of marbles that will fill each box.
G. Finding practical application of concepts and skills in daily Let the pupils do items 1 and 2 under Apply Your Skills on p. 228, LM.
living
H. Making generalizations and abstractions about the lesson How can we visualize the volume of solids using non-standard units of
measure? What can help us visualize the volume?
I. Evaluating Learning Find the volume of the following using non-standard unit of measurement.
1.
Plastic bottle cups
2.
Marbles
1. Blocks
2. pebbles
3. mongo seeds
J. Additional activities for application or remediation Find the volume of a box of soap using the following materials:
1. Pebbles
2. Mongo seeds
3. Marbles
V .Remarks
VI.Reflection
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities to remediation
SCHOOL Agsalin Elem. School Grade Level FOUR
GRADE 1 to 12 TEACHER Caselyn F. Abestilla Quarter FOURTH
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 4 DAY THURSDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concept of time, perimeter, area, and
volume
B. Performance Standards Applies the concept of time, area and volume to mathematical problems
and real-life situations
C. Learning Competencies/Objectives Visualize the volume of solid figures in different situations using
(Write the LC code for each) standard units
M4ME-IVd-62
II. Content
III. Learning Resources Visualizing the Volume of a Solid Using Standard Units
References
1.Teacher’s Guide pages 301-304
2.Learner’s Materials pages 229-232
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Ppt, flashcards, charts,cutouts
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Have a review on using non-standard units, areas of plane figures, and
concept of solid dimensions.
B. .Establishing a purpose for the lesson Show a cube (box) filled with blocks 3 cm on each side. Ask the pupils to
get one block and describe it.
Ask: What can you say about the block? What are the dimensions?
C. Presenting examples/instances of the new lesson Present this situation to the class. Let the pupils read and understand the
situation.
Charo has a transparent rectangular container, measuring 10 cm by 4 cm
by 3 cm. What is the volume?
Ask: Who has a transparent rectangular container? What is the length?
Height? Width? What does the problem ask for? How will you solve the
volume of the rectangular prism?
D. Discussing new concepts and practicing new skills #1 Show and discuss how to find the volume using different methods.
-Compare the volume using the non-standard units and the volume using
the standard units.
-What is accurate in finding the volume?
Discuss the presentation under Explore and Discover on p. 229, LM.
E. Discussing new concepts and practicing new skills #2 Group Activity
Divide the class into four groups. Let the pupils do the activity under Get
Moving on p. 230, LM. Let each group find the volume of each solid
figure.
F. Developing Mastery (Leads to Formative Assessment) Let the pupils do the activity under Keep Moving on p. 230-231, LM.
G. Finding practical application of concepts and skills in daily Let the pupils do items 1 to 4 under Apply Your Skills on p. 231.
living
H. Making generalizations and abstractions about the lesson How can we visualize the volume of solids using the standard units of
measure?
I. Evaluating Learning Find the volume of each solid figure by counting the cubes.
1.
2.
3.
4.
5.
J. Additional activities for application or remediation On a grid paper, draw solids with the following volumes.
a. 12 cm3
b. 15 cm3
c. 20 cm3
V .Remarks
VI.Reflection
A. No. of learners who earned 80% of the formative assessment
B. No. of learners who require additional activities to remediation
SCHOOL Agsalin Elem. School Grade Level FOUR
GRADE 1 to 12 TEACHER Caselyn F. Abestilla Quarter FOURTH
DAILY LESSON SUBJECT MATH DATE
PLAN WEEK 4 DAY FRIDAY
I. Objectives
A. Content Standards Demonstrates understanding of the concept of time, perimeter, area, and
volume
B. Performance Standards Applies the concept of time, area and volume to mathematical problems
and real-life situations
C. Learning Competencies/Objectives Visualize the volume of solid figures in different situations using
(Write the LC code for each) standard units and non standard units of measurement .
M4ME-IVd-62
II. Content
III. Learning Resources Visualizing the Volume of a Solid Using Standard Units
References
1.Teacher’s Guide pages 301-304
2.Learner’s Materials pages 229-232
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Ppt, flashcards, charts,cutouts
IV.Procedures
A.Reviewing previous lesson or presenting the new lesson Have a review on using non-standard units, areas of plane figures, and
concept of solid dimensions.
B.stablishing a purpose for the lesson Show a cube (box) filled with blocks 3 cm on each side. Ask the pupils to
get one block and describe it.
Ask: What can you say about the block? What are the dimensions?
C.Presenting examples/instances of the new lesson Present this situation to the class. Let the pupils read and understand the
situation.
Charo has a transparent rectangular container, measuring 10 cm by 4 cm
by 3 cm. What is the volume?
Ask: Who has a transparent rectangular container? What is the length?
Height? Width? What does the problem ask for? How will you solve the
volume of the rectangular prism?
D. .Discussing new concepts and practicing new skills #1 Show and discuss how to find the volume using different methods.
-Compare the volume using the non-standard units and the volume using
the standard units.
-What is accurate in finding the volume?
Discuss the presentation under Explore and Discover on p. 229, LM.
E. Discussing new concepts and practicing new skills #2 Group Activity
Divide the class into four groups. Let the pupils do the activity under Get
Moving on p. 230, LM. Let each group find the volume of each solid figure.
F.Developing Mastery (Leads to Formative Assessment) Let the pupils do the activity under Keep Moving on p. 230-231, LM.
F. Finding practical application of concepts and skills in Let the pupils do items 1 to 4 under Apply Your Skills on p. 231.
daily living
G. Making generalizations and abstractions about the How can we visualize the volume of solids using the standard units of
lesson measure?
H. Evaluating Learning Find the volume of each solid figure by counting the cubes.
6.
7.
8.
9.
5.
I. Additional activities for application or remediation On a grid paper, draw solids with the following volumes.
d. 12 cm3
e. 15 cm3
f. 20 cm3
V .Remarks
VI.Reflection
J. No. of learners who earned 80% of the formative
assessment
K. No. of learners who require additional activities to
remediation
