A Lesson Plan for Mathematics Grade 4
By: Nena Limbaco
Lunao Central School
Gingoog City Division
I.OBJECTIVES
A. CONTENT STANDARDS
Demonstrates understanding of the concept of time, perimeter, area, and volume.
B. PERFORMANCE
STANDARDS
C. LEARNING
COMPETENCIES/
OBJECTIVES (LC
Code)
Quarter 4
II.CONTENT
Value Focus:
Applies the concept of time, area and volume to
mathematical problems and real-life situations.
Visualize the volume of solid figures in different
situations using non-standard units (e.g., marbles, etc)
(M4ME-IVd-62)
Week 5
Visualizing the volume of a solid using non-standard
units
Patience in doing task, orderliness
LEARNING RESOURCES
A. References
1.Teacher’s Guide
Pages
2. Learner’s Material
Pages
298-301
226-228
3. Textbook Page
4. Additional Materials
from Learning Resource
LR Portal
B. Other Learning
Resources
C.Materials
4 Rectangular boxes (of the same size) balls, marbles,
match boxes, beans, corns
III.PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Have a review on non-standard units, and the concept
of volume and a solid.
Ask pupils to show examples of solid figures like
boxes, alphabet blocks, etc.
76
B. Establishing a
purpose for the
lesson
Show 3 empty boxes of the same size.
C. Presenting examples/
instances of the view
lesson
Present the story to the class.
Show solid items like marbles, match boxes, corns:
Ask: Do you think these boxes will be filled with the
same number of marbles, corns and match boxes?
Why? Accept guessed answers then lead to the new
lesson. (volume of solid)
Roy 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.
BOX A.
BOX B
300 marbles filled box A
filled with 200 marbles
Box A
30 remaining marbles in box A
D. Discussing new
concepts and
practicing new skills
#1
Ask:
-Which box has the greater volume?
Let them compare the contents by counting the
77
number of marbles and by comparing the sizes of the
boxes.
-Why the boxes do not have the same number of
objects?
-Why there are gaps or empty spaces within the
boxes?
Explain the meaning of volume and non-standard
units.
Explain the comparison when using the smaller and
bigger non-standard units needed to fill a container or
box.
Remind the pupils that non-standard units do not give
a consistent and accurate measurement of the volume
of a container.
E. Discussing new
concepts and
practicing new skills
#2
Group Activity:
Divide the class into four groups.
Distribute the box to each group. Let the group fill the
box with the materials given to them to find the volume
of the box.
GI- using marbles
GII- using beans
GIII- using match boxes
GIV- using corns
Let them count the number of objects in filling the box.
Let any member of the group report the result of their
activity and discuss how to find the volume using nonstandard units. (The number of objects contained in
the box is the volume of the box.)
F. Developing Mastery
(Leads to Formative
Assessment 3)
Find the actual number of balls that will fill each box of
different sizes.
78
G. Finding practical
application of
concepts and skills in
daily learning
Let the pupils do items 1 and 2 under.
Apply your skills on pp. 228 of LM.
Read and answer each problem:
1. Two containers were filled with marbles of the
same material and size. Container A had 200
marbles. Container B had 250 marbles. In what
way does the volume of container A compare with
the volume of container B?
Expected Answer:
 Container B has a greater volume than container A
 Container B has 50 more marbles than container A
 Container B is bigger that container A
1. Get a medium – sized chocolate box and a
medium-sized powdered milk cartoon. Which do
you think has a greater volume? How will you
test which box has the greater volume?
Visualize.
Expected answer:
1. Powdered milk
cartoon
2. By comparing the
size of the chocolate
box and powdered
milk cartoon
H. Making Generalization
of concepts and skills in
daily living
- How can we visualize the volume of solids using nonstandard units of measurement?
- What can help us visualize volume?
79
-Does the non-standard units give a consistent and
accurate measure of the volume of a container? Why?
I. Evaluating Learning
Find the volume of the following using non-standard
unit of measurement.
(The number of objects contained in the box is the
volume of the box.)
1.
3.
balls
5.
beans
pencils
2.
4.
marbles
Small stones
J. Additional activities
for Application or
Remediation
Find the volume of match ‘box with the following
materials:
1. Mongo Seeds
2. Corn
3. Squash Seeds
V. REMARKS
VI. REFLECTION
No.of learners who earned
80% in the evaluation
___ of Learners who earned 80% above
No.of learners who require
additional activities for
remediation who scored
below 80%
___ of learners who require additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
___ Yes
___ No
No. of learners who
continue to require
remediation
___ of learners who continue to require remediation
___ of Learners who caught up the lesson
80
Which of my teaching
strategies worked well?
Why did this work?
Strategies used that work well:
___ Group Collaboration
___ Games
___ Power Point
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ 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
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
___ Bullying among pupils
___ Pupils’ behavior/attitude
___ Colorful IMs
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional Clerical Works
___ Reading Readiness
___ Lack of Interest of pupils
What innovation or
localized materials did I
use/discover which I wish
Planned Innovations:
___Localized Videos
81
to share with other
teachers?
___ Making use of big books from views of the
locality
___ Recycling of plastics to be used as Instructional
Materials
___ Local poetical composition
___ Flashcards
___ Pictures
82
A Lesson Plan for Mathematics Grade 4
By: Nena Limbaco
Lunao Central School
Gingoog City Division
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 (LC Code)
Visualize the volume of solid figures in different situations using non-standard
units (e.g., marbles, etc) (M4ME-IVd-62)
II.CONTENT
Visualizing the volume of a solid using standard units
Value focus:
Orderliness, accuracy and neatness
LEARNING RESOURCES
A.References
1.Teacher’s Guide
Pages
301-304
2. Learner’s Material
Pages
229-232
3. Textbook Page
4. Additional Materials
from Learning Resource
LR Portal
B. Other Learning
Resources
Transparent rectangular prism Rubik’s cube, Cubes,
C.Materials
box
III.PROCEDURE
A. Reviewing the
previous lesson or
presenting the new
lesson
Have a review on the volume of solid figures using
non-standard units, and concept of solid dimensions.
Ask pupils to give examples of non-standard units of
measure. Showing solid figures like boxes and give
their dimensions. How do you find the volume of solid
using the non-standard units? Give examples.
How many marbles filled this box?
83
Box A
Box B
42 Marbles
What is then the volume of Box A?
How many balls contained in Box B?
20 balls
B. Establishing a
purpose for the
lesson
C. Presenting examples/
instances of the view
lesson
What is the volume of Box B?
Let the pupils remember that the number of objects
that filled in the box is the volume of the box.
Show a Rubik’s cube. Ask if the pupils are familiar with
this toy. What is challenging about this toy? What
value needed in yourself if you play this toy? How
many small cube found is this Rubik’s cube? Let the
pupils count. What are the dimensions of this Rubik’s
cube?
Present this situation to the class. Let the pupils read
and understand the situation.
Carlo has a transparent rectangular container,
measuring 10 cm by 4 cm by 3 cm. What is the volume?
h-4cm
w-3cm
L-10cm
1. Who has a transparent rectangular container?
Answer: Carlo
2. What is the length? Height? Width?
Answer: L=10 cm
W= 3cm
H= 3 cm
3. What does the problem asked for?
Finding the volume of a rectangular container
84
4. How will you solve the volume of rectangular
prism?
D. Discussing new
concepts and
practicing new skills
#1
-
Answer: By multiplying the length ,width and
height
Show to the class an example of rectangular
prism.
Show them the length, the width and the height.
Emphasize that the rectangular prism is 3dimensional figure that has six faces that are
rectangles, twelve edges and eight vertices.
Vertex is the corner of a shape, while edge is a
segment where two faces of a prism meet.
Discuss the presentation under Explore and
Discover on page 229, LM.
Show the difference among cubic unit, 2 cubic
units, and 4 cubic units as an example that will lead to
standard units for measuring volume. Cubic centimeter
– cm3/cubic meter – m3
2 cubic units
4 cubic units
If 1 cubic unit is equal to 1 cubic cm, then the
volume is 4 cm3. A cubic centimeter (cm3) is a
standard unit for measuring volume. A cubic meter
(m3) is another one.
The figure at the left contains
27 cubes. Its volume is 27
cubic cm or 27 cm3.
E. Discussing new
concepts and
practicing new skills
Group Activity:
Divide the class in four groups.
Each group will be given separate activities by
85
#2
following the instructions in the activity cards given.
Activity Sheets:
1. Find the volume of prism by filling up the
transparent rectangular container with 1-cm
cubes until its brim.
V = 48 Cubes
48 Cubic Units
48 cm3
2. Find the volume by the number of rows,
columns and layers and then multiply the
number of rows by the number of columns and
by the number of layers.
V=r x c x l
=3 x 8 x 2
=24 x 2
= 48 cubic units or 48 cm3
3. Find the volume of each solid figure.
Use 1 cube = 1 cubic cm
a.
c.
b.
d.
4. Draw cubes to visualize the given volume of
solid figure.
V = 12 cubes
12 cubic units
12 cm3
F. Developing Mastery
86
(Leads to Formative
Assessment 3)
1. Visualize the volume and explain your answer
a.
b.
V= 12 cubic units
V= 18 cubic cm
2. Find the volume. One
a.
G. Finding practical
application of
concepts and skills in
daily living
is one cubic unit.
b.
The diagram below shows a large cube made from 1
cubic cm.
a. How many small
cubes are there
in each layer of
the large cube?
b. What is the
volume of the
large cube?
1.
2. Look at the cube below
c. What is the volume of
the cube?
d. Of the top layer of the
cube is cut off, what is
the volume of the
remaining solid?
H. Making
Generalization of
3. On the grid paper. Draw Solids with the
following volumes:
a. 12 cm3
b. 9 cm3
c.
- How can we visualize the volume of solids using
the standard units?
87
concepts and skills in
daily living
-
I. Evaluating Learning
Answer: By counting the number of cubic units
needed to fill the space figure.
What do you call the amount of space enclosed
by a space figure?
Expected Answer: Volume
How can you differentiate standard units from
non-standard units of measure? How can you
find the volume of space figure?
Possible Answer:
Standard units are consistent and accurate,
while non-standard units of measure do not give
consistent and accurate measure of the volume
of a container.
Find the volume of each solid figure by counting
the cubes.
______ 1.
______ 3.
______ 2.
______ 4.
______ 5.
J. Additional activities
for application or
remediation
K. Additional activities
for application or
remediation
V. REMARKS
On a grid paper, draw solids with the following
volumes.
a. 8 cm3
b. 10 cm2
c. 6 cm2
On a grid paper, draw solids with the following
volumes.
b. 8 cm3
b. 10 cm2
c. 6 cm2
88
VI. REFLECTION
No.of learners who earned
80% in the evaluation
No.of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did this work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
___ of Learners who earned 80% above
___ of learners who require additional activities for
remediation
___ Yes ___ No
___ of Learners who caught up the lesson
___ of learners who continue to require remediation
Strategies used that work well:
___ Group Collaboration
___ Games
___ Power Point
___ Answering preliminary activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ 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
___ Bullying among pupils
___ Pupils’ behavior/attitude
___ Colorful IMs
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional Clerical Works
___ Reading Readiness
___ Lack of Interest of pupils
89
SUMMATIVE TEST
A. Determine whether the statement is True or False.
______1. Volume is the amount of space a solid figure occupies.
______2. Volume is measured in cubic units.
______3. Standard units give a consistent and accurate measure of a volume of a
container.
______4. Non-standard units cannot used to measure volume.
______5. A rectangular prism has 3-dimensional figure. It has length, width, and
height.
B. Read each item carefully. Choose the letter of the correct answer.
6. Two shoe boxes were filled with pingpong balls. Box A has 15 pingpong balls
while box B has 20 pingpong balls. Which of the two shoe boxes has a greater
volume?
a. shoe box A
b. shoe box B
c. shoe box C
d. shoe box D
7. Which of the following can be used to measure volume using the non- standard
units?
a. centimeter
b. meter
c. marbles
d. kilometer
8. To find the volume of a space figure, count the number of ________ units needed
to fill it
a. cubic
b. square
c. length
d. width
9. What unit of measure will you use to find the volume of a rectangular pool?
a. square meters
c. kilometer
c. cubic meters
d. kilogram
10. Rhealyn has a transparent box. She wants to fill the box with objects. Which
material will she use so that smaller gaps or spaces can be seen?
a. pingpong balls
c. tennis balls
b. marbles
d. mongo seeds
C. Find the volume of each solid figure. Use 1 cube = 1 cubic cm.
11.
12.
90
13.
14.
15.
91
Department of Education
Region X
Division of Gingoog City
Gingoog City
1. Visualizing the volume of
solid using non-standard
units.
2. Visualizing the volume of
solid using standard units.
Total
60%
30%
1,4,7
6,10
2,3,5,8,9
Creating
Evaluating
Analyzing
Applying
Remembering
Competency
Understanding
MATHEMATICS GRADE 4
FOURTH QUARTER
SCHOOL YEAR 2019-2020
TABLE OF SPECIFICATION
2
92
Total
Item
1,4,6,
7,10
5
10%
11,12,1314,
15
8
Item
No.
5
2,3,5,
8,9,11
,12,13
,14,15
15
10
15