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QUARTER I
Week 9

Subject: MATH Grade Level: IV

Date: __________________ Day 4
The learner demonstrates understanding of multiplication
Content Standard and division of whole numbers including money.
The leaner is able to apply multiplication and division of
Performance Standard whole numbers including money in mathematical
problems and real-life situation
M4NS-Ii-61.1
Competency The learner represents and explains Multiplication,
Division, Addition, Subtraction (MDAS) correctly.
I. OBJECTIVES
Knowledge: Identifies the four fundamental operations.
Skills: Performs a series of two or more operations.
Attitude: Gives the importance of being helpful in performing a
series of two or more operations.
Numbers and Number Sense
II. CONTENT
(Performing a series of two or more operations)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 4, pp.103-106
Pages
2. Learner’s Learner’s Module (LM) in Math 4, pp.82-84
Materials Pages
3. Textbook Pages
4. Additional
Materials
5. Learning
Resources (LR)
portal
B. Other Learning Flash cards of basic facts in addition, subtraction,
Resources multiplication, and division, chart on word problems, and
expressions
IV. PROCEDURES
A. Reviewing or
presenting the new Song: (Tune: M- A - T - H )
lesson Mathematics (2x)
How it thrills (2x)
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Addition, Subtraction, Multiplication, Division
Mental Math (2x)

Drill
Have a drill on the 4 fundamental operations in
Mathematics using flashcards. Let the pupils answer as
fast as they can.

Give more examples.

(Teacher may provide a GAME to vary)

Review
Review the MDAS.
Ask: What is MDAS stands for? (Answer: MDAS stands
for the four basic operations: Multiplication, Division,
Addition, and Subtraction)
What does the MDAS rule say? (Answer: The rules say
that multiply or divide first in order as they come from left
to right. Then, add or subtract in the order as they come
from left to right).
Say: Remember that do first all Multiplication or Division
before you do Addition or Subtraction.
B. Establishing a Talk about being absent from school and the pupil’s
purpose for the lesson experiences when missing some lessons in school.
What do you feel when you got a low score in your test?
(Answer: Feel sad)
C. Presenting examples Present this situation and call a volunteer to read it to the
of the new lesson class.

Mat was absent from

class because he was sick.
He was not able to get the
correct answer of the
given problem:
7+6x4÷12.

Ask:
If you were his classmate, what would you do to help
him? (Expected answer: Help and share what we have
learned)

D. Discussing new Say:

concepts and Looking at the problem, can you solve the given problem?
practicing new skills (Answer: Yes/No)
#1 Group the class in 5 learning teams.
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Let them solve the problem by team. (7 + 6 x 4 ÷ 12)
Expected answer:
7 + 6 × 4 ÷12

7 + 24 ÷12

7+2=9

Ask:
How did you find the activity? (Easy/Difficult) What did
you do to get the answer? (Answer: follow the MDAS
rules)
Did you work cooperatively with your team during the
activity? (Answer: Yes). Did you share your ideas or what
you have learned from this lesson to your classmates?
Discuss with the pupils how they solved the problem.
Provide immediate feedback and remedial measures to
those incorrect answers.

E. -Discussing new Group Activity:

concepts and Group the class into 5 teams. Have them solve the
practicing new skills problem: 400 ÷2 ×5 – 120 + 5= N
#2
Check the pupils’ answer.
Provide immediate feedback to incorrect answers.

Answer: 400÷2×5-120+5
200 ×5-120+5
1000 -120+5
880+5=885

F. Developing Mastery Let the pupils answer the following:

1.4×3+8 Answer: 20
2.84÷3×4 Answer: 112
3.76-8+5 Answer: 73
4.53+7-20 Answer: 40
G. Finding practical Read and solve the problem.
applications of In the number sentence, 5×50-15÷3+10=N, what is N?
concepts and skills in Answer: 255
daily living
H. Making Ask:
Generalizations and How do you perform a series of operations?
abstractions about Expected answers:
the lesson The rules say that multiply or divide first in order as they
come from left to right. Then, add or subtract in the order
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as they come from left to right.
I. Evaluating Evaluate the following expressions:
learning 1.7×9-3+8 Answer: 52
2.4+2×5-3 11
3.6×4+7-8÷2 27
4.25-10÷5+7 30
305.7+6×4÷12 9
J.Additional Activities
for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of
learners who have caught ____ of Learners who caught up the lesson
up the lesson
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well?
Why did these work? ___ Group collaboration

___ Games

___ Power Point Presentation

___ Answering preliminary

activities/exercises

___ Discussion

___ Case Method

___ Think-Pair-Share (TPS)

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___ Rereading of Paragraphs/

Poems/Stories

___ Differentiated Instruction

___ Role Playing/Drama

___ Discovery Method

___ Lecture Method

Why?

___ Complete IMs

___ Availability of Materials

___ Pupils’ eagerness to learn

___ Group member’s Cooperation in doing their tasks

F. What difficulties did I Bullying among pupils
encounter which my
principal and supervisor __ Pupils’ behavior/attitude
help me solve?
__ Colorful IMs

__ Unavailable Technology

Equipment (AVR/LCD)

__ Science/ Computer/

Internet Lab

__ Additional Clerical works

__Reading Readiness

__Lack of Interest of pupils

G. What innovation or Planned Innovations:
localized I used/discover
which I wish to share __ Localized Videos
with other teacher?
__ Making use big books from

views of the locality

__ Recycling of plastics to be used as Instructional

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Materials

__ local poetical composition

__Flashcards

__Pictures
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ATTACHMENT

Content: Performing series of operations.

DISCUSSIONS:

To perform a series of operations, The MDAS rule must be

followed. The MDAS stands for the basic operations- Multiplication,
Division, Addition, and Subtraction. The rules say that multiply or divide
first in order as they come from left to right. Then, add or subtract in the
order as they come from left to right.

Example # 1: 35-6×3=N From the expression, we can see that there are
35-6×3 Rule 1
2 operations, subtraction (-), and multiplication
35-18 Rule 2 Starting from the left going to the right, do rule
1 since there is a multiplication.
Then, do subtraction.
Thus, 35-6×3=17

Example # 2: 18-12÷6+7=N In this expression, we have 3 operations:

18-12÷6+7 Rule 1 subtraction, (-),division (÷), and addition
(+).
18-2+7 Rule 2 Starting from the left going to the right,
do rule 1 since there is division.
16+7=23 Rule 2 Now, the 2 operations left belong to rule 2.
Here, we perform the operations as
Thus, 18-12÷6+7=23 they come from left to right, first come,
first serve. Do subtraction first then
addition.

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.
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Direction: Use the digits 5,6,7, and 8 to make the expression result to 39.

___ ×____ - _____ + _____ = 39

Answer: 6 × 7 – 8 + 5= 39

Direction: Write the correct operation symbols in the box to make the expression right.

1. 60 42 14

= 60 3 Answer: (60– 42 ÷14)

= 57

2. 72 8 5 = 69 Answer: (72 – 8 +5)

Perform the following expressions.

1. 25 – 3 × 5 ÷ 15 + 7 Answer: 31
2. 35 ÷ 7 × 6 + 5 Answer: 35
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REFERENCE

K to12 Curriculum Guide in Mathematics 4 (2015), Department of Education,

Philippines

K to 12 Learning Materials in Mathematics 4, (2015) Department of Education,

Philippines
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