LESSON School Tandag Central Elementary School Grade 4

PLAM Teacher Merlyn V. Cuantioso Quarter 4TH Quarter

WEEK 4
Subject Math Date/Time of February 27,
Teaching 2025/9:00A
M-9:50AM

A. CONTENT STANDARD:
Represent decimal numbers using models and manipulatives to show the relationship to
fractions using:
Models (grid paper 100’s)
Manipulatives (Base 10 blocks)
B. PERFORMANCE STANDARD:
Use manipulatives, models, or fraction circles to represent decimal numbers.
I. LEARNING OBJECTIVES:
At the end of the lesson, the learners should be able to:
1. Understand the place value of decimal numbers (tenths, hundredths).
2. Convert simple fractions like (1/4, 1/2, and 3/4) into decimal form; and
3. Work together with classmates in group activities, sharing ideas and strategies for
representing decimal numbers.

Value:
LEARNING COMPETENCY w/ LC CODE

II. CONTENT
Decimal Numbers and their Relationship to Fractions
Pedagogical Approaches: Learner Centered, ICT-Based Instruction
Strategies: Integrative, Collaborative
Activities: Oral Recitation, Board Work, Seat Work, Group Activity (Performance
Task)
Integration: SDG 4 (Quality Education)Educational Resources

III. LEARNING RESOURCES

A. REFERENCES https://youtu.be/ToLH6Tu13yI?si=AySBVFoBMcHw1q29
https://youtu.be/Mv-i4KMfoYw?si=lMXcyC0zGwFdA0ZJ
1. Teacher’s Guide pages

2. Learner’s Material pages

3. Additional Materials from Online pictures (Google Images)

Learning Resources (LR) Online video (youtube)
portal
B. Other References Interactive Powerpoint Presentation, Group Activities, Board Work
(Tarpapel), cartolina, marker, cut out pictures, video clip

IV. LEARNING TEACHER’S ACTIVITIES ANNOTATIONS

PROCEDURES
PRELIMINARY ACTIVITIES A. Prayer Indicator 3. Select,
develop, organize, and
B. Energizer use appropriate teaching
C. Checking of Attendance and learning resources,
D. Classroom Rules including ICT, to address
learning goals.

A. REVIEWING PREVIOUS - The teacher will show interactive slides Subject Integration:
 ARALING
LESSON/PRESENTING THE and have the students answer. PANLIPUNAN
NEW LESSON - The teacher can choose the students to Discuss the various types
 answer the question or those who want to of Water Bodies in
Philippines
volunteer to answer.
(AP4AABlg-h-10)
- Remind the students of “Classroom Rules”
ICT-BASED INSTRUCTION
Before we go to our new lesson, let's first answer
LESSON INTEGRATION the questions about the previous lesson. Are you
ready?
INDICATOR 2:
REVIEW OF THE LESSON Apply a range of teaching
strategies to develop critical
and creative thinking, as well
Look at the two numbers and solve for the sum, as other higher-order thinking
difference, product, and qoutient. skills.
1. 8+5= 13
2. 12+9= 21
3. 15-7= 8
4. 30-12= 18 INDICATOR 8:
5. 6x4= 24 Use differentiated,
developmentally
6. 4x5= 20 appropriate learning
7. 20 divided by 4= 5 experience to address
learners’ gender, needs,
strength, interests and
experiences.

B. ESTABLISHING A PICTURE ANALYSIS: INDICATOR 2: Apply a range

of teaching strategies to
PURPOSE FOR THE LESSON develop critical and creative
thinking, as well as other
higher-order thinking skills.
ELICIT
PICTURE ANALYSIS

ICT-BASED INSTRUCTION

INDICATOR 3: Select,
develop, organize, and
use appropriate teaching
and learning resources,
including ICT, to address
learning goals.

QUESTIONS:

1. What did you see in the picture?

2.
C. PRESENTING QUESTIONS : INDICATOR 1. Apply
knowledge of content
EXAMPLES/INSTANCES 1. do you know that all living things need within and across
OF THE NEW LESSON water to live? curriculum teaching.
2. Can animals live without water? Why?

INDICATOR 2. Apply a
range of teaching
ENGAGE strategies to develop
critical and creative
thinking, as well as other
ICT-BASED INSTRUCTION higher-order thinking
skills.

D. DISCUSSING NEW Direction: Read the story carefully and answer INDICATOR 6: Apply a
range of successful
CONCEPT AND PRACTICING the following questions. strategies that maintain
NEW SKILLS #1 learning environments
that motivates learners
to work productively by
In a small town, the kids noticed assuming responsibility
ICT-BASED INSTRUCTION that their playground plants were for their own learning.
dry because the water was running
REAL-LIFE SCENARIO low. One day, their teacher took
them on a field trip to a nearby
lake. She explained how important
it is to save water by turning off the INDICATOR 7. Manage
tap while brushing their teeth and student behavior
taking shorter showers. The kids constructively by
applying positive and
realized that by saving water, they non-violent discipline to
could help their plants grow and ensure learning-focused
environments.
keep the lake healthy for animals.

Questions:
1. Why are the plants dry?
2. How can we save water at home?
3. What happens when we save water?
E. DISCUSSING NEW DISCUSSION INDICATOR 8: Use
differentiated,
CONCEPT AND PRACTICE What is basic need? developmentally
NEW SKILLS #2 A basic need is something essential for survival appropriate learning
and well-being. These include food, water, experiences to address
learners’ gender, needs,
EXPLORE shelter, and clothing. Without these necessities, strength, interests and
it would be difficult for humans and animals to experience.

ICT-BASED INSTRUCTION
live healthy and comfortable lives.

What are living things? Living things are things

that are alive, like plants, animals, and people.
They can grow, change and make more of
themselves. They need food, water, and air to
live.
INDICATOR 3. Select,
Water is important because it keeps our bodies develop, organize, and
healthy, helps with digestion, and supports life use appropriate teaching
on earth. Water is one of the most essential and learning resources,
including ICT, to address
elements for all living things. It is needed for learning goals.
survival, growth, and the proper functioning of
various biological processes. Without water, life
would not be possible on earth.

Role of Water in Living Things in Human Body:

the human body is about 60% water. It is
necessary for regulating temperature,
transporting nutrients, and removing wastes.
Plants: water helps in photosynthesis, growth,
and nutrient absorption from the soil.

Water is very important in our daily lives for

several reasons:
1. *Hydration*: Our bodies need water to
stay healthy. Drinking enough water helps
us feel good, keeps our energy up, and
helps our organs work well.
2. *Food Preparation*: We use water to
cook and clean food. It’s essential for
making meals and keeping our kitchen
clean.
 3. *Personal Hygiene*: We use water for
bathing, brushing our teeth, and washing
our hands, which helps keep us clean and
free from germs.

4. *Transportation*: Water is used to

transport goods and people. Many cities
and countries rely on rivers, lakes, and
oceans for transportation.

5. *Plant and Animal Life*: Water is vital

for plants and animals. It helps grow the
food we eat and supports all living things.
In short, water is essential for our health,
food, hygiene, and the environment
around us.

Sources of Water
Natural Sources of Water and Human-made
Sources of Water

Natural sources of water are those which are

found naturally on earth. They are created by
nature and cannot be constructed by human
(e.g., rain, pond)

Human-made sources of water are those

which are artificial, and are constructed by
humans (e.g., dams, irrigation canal)
F. DEVELOPING INDICATOR 5: Use
MASTERY (Leads to GROUP ACTIVITY strategies for providing
formative assessment)) timely, accurate and
GROUP 1. ANIMAL HABITAT EXPLORATION constructive feedback to
improve learning
- Pick a leader from the group performance.
- Provide each learners with a worksheet
containing pictures of various animals and
GROUP ACTIVITY their habitats, such as lion in the
savannah, fish in the ocean, frog in a
USED DIFFERENTIATED pond, and camel in the desert.
ACTIVITIES: - Observe each picture and identify how
water is important for the survival of the
The Activities used are animal in its habitat.
varied suited to the
learning/capacity level of After completing the worksheet, discuss INDICATOR 3: Select,
the learners (easy, with your group what you learned and the develop, organize, and
average, difiicult) leader will going to present the output. use appropriate teaching
and learning resources,
including ICT, to address
learning goals.

GROUP 2. SOURCES OF WATER

- Pick a leader from the group
- Look at the pictures provided by the
teacher. Each picture shows a different
source of water.
- Write the name of each water source in
the table. (NATURAL SOURCES OF WATER
OR HUMAN-MADE SOURCES OF WATER)

After completing the worksheet, discuss

with your classmates what you learned
about each water source and the leader
will going to present the output.

GROUP 3. WATER USAGE CHART

- Pick a leader from the group
- Provide materials with a worksheet
 Create a water usage chart.
Then use a HAPPY emoji
to show good water use and
SAD emoji for bad water use,

Activity Good Water Use or

Bad Water Use
Use basins for
washing clothes
Leaving the faucet
open while brushing
teeth
Taking long showers
Use bowl to wash
fruits and vegies
Collect rainwater in a
bucket for plants
Not fixing leaks

then answer the following questions:

1. What are some ways you can save water
at home?
2. Why is it important to save water?

After completing the task, discuss with

your classmates what you learned about
good water use and bad water use, then
the leader will going to present the
output.

The task can be completed in just ten minutes.

The timer will play to base the time. The first
group to finish will perform the animal sound
that represents their team

PRESENTATION OF OUTPUTS
INDICATOR 5: Use
( The teacher will check the group work and give strategies for providing
timely, accurate and
points and praise to each group) constructive feedback to
improve learning
The learners will be asked: In what way did you performance.

show up to finish your group work?

G. FINDING Fill in the blank questions INDICATOR 4: Design,
select, organize, and use
PRACTICAL/APPLICATIO diagnostic, formative and
N OF CONCEPTS AND summative assessment
Natural man-made water strategies consistent
SKILLS IN DAILY LIVING) digest with curriculum
requirements.

EXPLAIN
1. A ____ source of water is something that
occurs in nature without any help from
people
2. A ____ source of water is made by people INDICATOR 1: Apply
knowledge of content
to help provide water from homes and within and across
 farms? curriculum.
3. The ocean is an example of ____ source of
water
4. All living things, like plants, and animals,
need ___ to survive
5. Humans need water to ____ food and keep
our bodies working
MAKING Answer the following questions: INDICATOR 2:
Developed and applied
GENERALIZATIONS AND effective teaching
ABSTRACTIOS ABOUT 1. Why is it important to have both natural strategies to promote
and man-made sources of water? critical and creative
THE LESSON thinking, as well as other
2. Why do we need water from rivers, lakes, higher-order thinking
and oceans? How do we use this water? skills.
ELABORATE
3. In what ways people can do to save
water?

H. EVALUATING QUIZ TIME! INDICATOR 4: Design,

select, organize, and use
LEARNING diagnostic, formative and
Test 1. Write NS, if it is Natural Sources of Water summative assessment
and MMS, if it is Man-Made Sources of Water. strategies consistent
EVALUATE with curriculum
requirements.
1. Ocean
2. Deep Well
3. Pond
4. Faucet
5. River
6. Reservoirs

Test 2. True or False

INDICATOR 2:
1. Water is essential for all living things, Apply a range of teaching
strategies to develop critical
including plants and animals. and creative thinking, as well
Answer_____ as other higher-order thinking
skills.

2. Turning off faucet while brushing teeth

can help save water.
Answer_____

3. Taking long showers can help

conserve water.
Answer_____

4. It is okay to leave the hose running

while washing the car.
Answer_____

I. ADDITIONAL ASSIGNMENT INDICATOR 2: Apply a

range of teaching
ACTIVITIES FOR strategies to develop
APPLICATION OR Direction: In an assignment notebook, draw the critical and creative
four main stages of the Water Cycle and label it. thinking, as well as other
REMEDIATION higher-order thinking
skills.

EXTEND

INDICATOR 3: Select,
develop, organize, and
use appropriate teaching
and learning resources,
including ICT, to address
learning goals.

V. REMARKS
a. No. of Learners who earned 80% in the evaluation: _____
b. No. of Learners who requires additional activities for remediation: _____
c. Did the remedial work? No. of Learners who have caught the lesson: _____
d. No. of Learners who continue to require remediation: _____
e. Which teaching strategies work well? Why did this work? _____
f. What difficulties did I encounter which my principal and supervisor can help me solve?
_____
g. What innovations or localized materials did I use/discover which I wish to share with other
teacher? _____

Prepared by: Checked by:

MERLYN V. CUANTIOSO FELY ROSE G. NEO
Teaching Intern Cooperating Teacher