lOMoARcPSD|25111190
School:
Teacher:
Teaching Dates and Time:
GRADES 1 to 12
DAILY LESSON LOG
MONDAY
(WEEK 4)
TUESDAY
I. OBJECTIVES
A. CONTENT STANDARDS
WEDNESDAY
THURSDAY
IV
MATHEMATICS
4th QUARTER
FRIDAY
Demonstrates understanding of the concept of time, perimeter, area, and volume
B. PERFOMANCE STANDARDS
C. LEARNING COMPETENCIES/
OBJECTIVES(Write the LC Code for each)
Grade Level:
Learning Area:
Quarter:
Applies the concept of time, area and volume to mathematical problems and real-life situations
Creates
problems
(with
reasonable answers) involving
perimeter and area involving
squares, rectangles, triangles,
parallelograms, and trapezoids
M4ME-IVd-61
Creates problems (with reasonable
answers) involving perimeter and
area involving squares, rectangles,
triangles, parallelograms, and
trapezoids
M4ME-IVd-61
Visualize the volume of solid figures
in different situations using nonstandard (e.g. marbles, etc.) and
standard units
M4ME-IVd-62
Visualize the volume of solid figures
in different situations using standard
units
M4ME-IVd-62
Visualize the volume of solid figures
in different situations using standard
units
M4ME-IVd-62
Creating Problems Involving
Perimeter and Area
Creating Problems Involving Perimeter
and Area
Visualizing the Volume of a Solid Using
Non-Standard Units
Visualizing the Volume of a Solid Using
Standard Units
Visualizing the Volume of a Solid Using
Standard Units
291-293
219-223
291-293
219-223
298-301
226-228
301-304
229-232
301-304
229-232
Ppt, flashcards, charts,cutouts
Ppt, flashcards, charts,cutouts
Ppt, flashcards, charts,cutouts
Ppt, flashcards, charts,cutouts
Ppt, flashcards, charts,cutouts
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.
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.
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.
Have a review on using non-standard
units, areas of plane figures, and
concept of solid dimensions.
Have a review on using non-standard
units, areas of plane figures, and
concept of solid dimensions.
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.
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
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?
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
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?
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
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous lesson or
presenting the new lesson
3.
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson
Let the pupils use rubber bands
on geoboards to create a triangle,
a parallelogram, and a trapezoid.
Ask them to record the perimeter
and area of each figure.
Let the pupils present the figures
and discuss how the area and
perimeter are obtained. Ask them
to give the different ways in
finding the area and perimeter.
3.
Let the pupils use rubber bands on
geoboards to create a triangle, a
parallelogram, and a trapezoid. Ask
them to record the perimeter and
area of each figure.
Present the problem.
The trapezoidal field at the right is
completely covered with carabao
grass.
Can you create a problem about the
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lOMoARcPSD|25111190
field?
box B was full, there were still some
marbles in box A.
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D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
Group Work Activity
Divide the class into three groups.
Let each group discuss how they
will make a problem based on the
given situation.
I- Inside the classroom, create a
problem involving perimeter
and area. Use the meter
stick/ruler as the measuring
tool.
II- In the school campus, create a
problem involving perimeter
and area. Use the meter
stick/ruler as the measuring
tool.
After the activities have been
done, let the groups post their
formulated their problems in
each of the situations given and
let them do the tasks below:
1. Read the problem and
ask the class to solve
the problem.
2. Illustrate and solve the
problem
with
the
solution.
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. The living room is in the shape
of a trapezoid where one of
the parallel sides is 4m long
and the other is 6m long. The
distance across these sides is
7m.
Guide the pupils in creating a
problem about the situation.
Group Activity
Divide the class into 3 groups. Let
each group solve and answer the
problem created.
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. A triangular parcel of land is 11
meters at its base and a height
of 7 meters.
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.
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 balls
Discuss how to find the volume.
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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?
Show and discuss how to find the
volume using different methods.
-Compare the volume using the nonstandard units and the volume using
the standard units.
-What is accurate in finding the
volume?
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?
Show and discuss how to find the
volume using different methods.
-Compare the volume using the nonstandard 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.
Discuss the presentation under
Explore and Discover on p. 229, LM.
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.
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.
lOMoARcPSD|25111190
F. Developing mastery
(Leads to Formative Assessment 3)
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
a. A rectangular yard has a length
of 16 meters and a width of 3
meters.
Problem:
Answer:
G. Finding practical application of concepts
and skills in daily living
Create a problem involving the
perimeter and area of the figure.
1. Roy planted vegetables in his
backyard. The shape of the
garden is a parallelogram. It
has a base of 6 meters and a
height of 4 meters.
H. Making generalizations of concepts and
skills in daily living
How did you create problems
involving perimeter and area of a
triangle, a parallelogram, and a
trapezoid?
Create a problem involving the
perimeter and area of the figure
mentioned in the problem.
1. A
triangle
has
sides
measuring 10 cm, 14 cm, and
15 cm.
2. A rectangular field has a
length of 26 meters and a
width of 16 meters.
I. Evaluating learning
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
a. A wooden area is in the shape of
a trapezoid whose bases measure
128 meters and 92 meters and its
height is 40 meters.
Find the actual number of marbles
that will fill each box.
Let the pupils do the activity under
Keep Moving on p. 230-231, LM.
Let the pupils do the activity under
Keep Moving on p. 230-231, LM.
Let the pupils do items 1 and 2 under
Apply Your Skills on p. 228, LM.
Let the pupils do items 1 to 4 under
Apply Your Skills on p. 231.
Let the pupils do items 1 to 4 under
Apply Your Skills on p. 231.
How can we visualize the volume of
solids using non-standard units of
measure? What can help us visualize
the volume?
Find the volume of the following using
non-standard unit of measurement.
1.
Balls
2.
Marbles
How can we visualize the volume of
solids using the standard units of
measure?
How can we visualize the volume of
solids using the standard units of
measure?
Find the volume of each solid figure
by counting the cubes.
Find the volume of each solid figure
by counting the cubes.
Problem:
Answer:
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. Nur plans to put a fence around
his vegetable garden that is
rectangular in shape. The length
of the garden is 4 meters and
the width is 2 meters.
How did you create problems
involving perimeter and area of a
triangle, a parallelogram, and a
trapezoid?
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. Ana has a rectangular herb
garden that is 8 m long and 10 m
wide.
3.
4.
5.
Blocks
1.
1.
2.
2.
3.
3.
4.
4.
pebbles
mongo seeds
5.
J. Additional activities for application or
remediation
Create a problem involving the
perimeter and area using the
following figures.
1.
2.
Create
1
problem
perimeter and area.
involving
Find the volume of a tetra pack of
juice using the following materials:
1. Pebbles
2. Mongo seeds
3. Marbles
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On a grid paper, draw solids with the
following volumes.
a. 12 cm3
b. 15 cm3
c. 20 cm3
On a grid paper, draw solids with the
following volumes.
a.
12 cm3
b.
15 cm3
c.
20 cm3
lOMoARcPSD|25111190
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
No. of learners who continue to require
remediation
Which of my teaching strategies worked well?
Why did these work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require 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 Presentation
___ 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
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ 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
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ 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
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ 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
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ 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
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
___ of Learners who earned 80%
above
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lOMoARcPSD|25111190
Downloaded by John Rey Caldina (claudialika24@gmail.com)