SCHOOL GRADE LEVEL FOUR

GRADES 1 TO 12 TEACHER LEARNING AREA MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard The learner is able to recognize and represent improper fractions and mixed numbers in various forms and contexts.
C. Learning Competencies/Objectives Gives the place value and the value
Write the LC code for each. of a digit of a given decimal
Visualizes decimal numbers using models like blocks, grids, number lines Renames decimal numbers to fractions, and fractions whose denominators number through hundredths
and money to show the relationship with fractions M4NS-IIi-99 are factors of 10 and 100 to decimals M4NS-IIi-101.1
M4NS-IIi-100
II. CONTENT
Visualizing Decimal Numbers Using Models Like Blocks Renaming Decimal Numbers to Fractions, and Fractions Giving the Place Value
Grids,Number Lines and Money to Show the whose Denominators are Factors of 10 and 100 to and the Value of a Digit
Relationship with Fractions Decimals of a Given Decimal
Number Through
Hundredths
III. LEARNING RESOURCES Powerpoint Presentaion, foldables, meta cards, books, charts, chart and grid. Powerpoint presentation, books, meta cards Cards, place value chart,books,
Grid paper,play money(paper bills),coins,cubes,blocks meta cards
A. References
1. Teachers Guide pages TG pp. 176 - 178 TG pp. 176 178 TG pp. 179 - 186 TG pp. 179- 186 TG pp. 186- 189
2. Learners Material pages LM pp.133 136 LM pp.133 136 LM pp. 137 - 139 LM pp. 140 - 141- LM pp. 143 - 145
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Let the pupils solve the problem Let the pupils look at the blocks or Show to pupils models like number Rename the following decimal Have a game on renaming fractions
presenting the new lesson. written on chart/blackboard cubes model on LM pp. 134 to lines, blocks, number grids, cubes. numbers in fractions. to decimals and vice versa.
Ryan has 9/10 m of ribbon. visualize 0.7. Observe that there are Let them visualize the fractions. 0.45 0.54 0.65 0.75 Two 2/10 0.2 Two
Sheenas ribbon is m longer 10 cubes representing the whole. 0.90 out tenths
than Ryans. How many meters of Cross out 7 cubes from the whole Dick paid Php20.25 for her of
ribbon do the kids have unit. handkerchief. Write 20.25 in ten
altogether? fraction. Provide a card to each pupil. At the
Game: Show me who I am signal go-mix-and match, each
Name the shaded parts. pupil will go around the class to
 find the number phrase, fraction,
or decimal number that matches
with what he/she is holding.
The first group of four pupils to
complete the set correctly, wins.

B. Establishing a purpose for the lesson Have a drill on identifying the Look at the grid on LM p. 134. Let the pupils study the problem on Have the game on naming the equal Present the chart to class.
number of equal parts the whole Observe that there are 100 squares. LM p. 138. Explore and Discover parts. PL O DP T Hun
is divided. This means the whole is divided Ask: How do you rename a decimal Value 1 . 1/10 1/100
equally into 100 squares. There are number to fractions? 0 . 7 5
seven squares shaded out of 100 Study the illustration in LM p. 138. Let the pupils study the place value
squares. 7/100 can be written as Study the example below chart, then answer the following
Naming fractional parts. What 0.07 in decimal form. questions: What is the first place
part of the whole is the shaded The decimal number 0.7 can be value to the right of the decimal
part? TG p. 176 (a e ) written as 7/10 in fraction as shown point? What is its value?
by the shaded regions above. What is the next place value to the
right of the tenths place? What is
its value?
What is the digit in the ones place?
Answer What is its value?
4 equal parts
6 equal parts
12 equal parts
10 equal parts
C. Presenting Examples/ instances of the Ask: Ask the pupils if they have Show to pupils the illustrations on Present the situation to class. Present to the class the chart below. Discuss the presentation on
new lesson gone to a bakeshop? What things Lm p. 135. Notice the number of Mrs. Paglinawan went to a nearby Let the pupils study the illustration Explore and Discover on LM pp.
they bought, and the amount posts In the number line. There are bakery . below and lead them to find out 143
they paid. 10 posts. 5 posts out of 10 posts are She bought a birthday cake with how fractions and decimals mean Study the numeral 0.65 and answer
painted. 5/10 of the posts are chocolate flavor for her 9 nine-old the same number. the following.
painted. 5/10 is written as 0.5 in daughter. When she reached home, What digit is in the tenths place?
decimal. she divided the cake into 10 equal Ask>What is the equivalent of 3/10 What is its value?
parts. If the children shared 0.8 part in decimal form? How do you What digit is in the hundredths
from the cake, what fractional part rename 3/10 to decimal? place? What is its value?
of the cake was shared by the 3/10 3 tenths 0.3 What digit is in the ones place?
children? What is its value?
Solving a problem. Ask the pupils to
write in fraction form the parts of
the cake the children shared
D. Discussing new concepts and practicing Present this situation to class. Think of a 1 peso coin. This is equal Show solution to solve the problem. Have the pupils work on renaming Let the pupils perform whats in
new skills #1 Tabern went to a bakeshop. He to 100 centavos. 40 centavos can be fractions to decimal numbers. the LM p. 144 Get Moving and
bought a cassava pie for his written as 4/100 in fractional form 1/10 4/10 6/10 4/5 answer the following questions.
snack. He sliced the pie into four or 0.40 in decimal form. 0.8 eight-tenths 8/10 Solutions: 1/10 = 0.1 What digit holds the tenths place in
equal parts and gave 3 parts to 4/5 = 8/10 = 0.8 0.78?
his friends. What decimal part of 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 4/10 = 0.4
the pie was given to his friends? 010 = 5/10 = 0.5 What is the value of 8 in 0.28?
Explain to pupils LM p. 134 135 6/10 = 0.6 Rename the following
using blocks, grid, cubes, number 0.8 = 8/10 fractions to decimal numbers. What digit occupies the
lines 0.8 is read and written as eight 1/100 48/100 19/20 16/50 8/25 hundredths place in 0.65?
tenths Solutions: 1/100 = 0.01 What is the value of 6 in 0.60?
8/10 is read and written as eight 48/100 = 0.48 19/20 = 95/100 = In 0.53, what digit is in the
tenths 0.8 = 8/10 0.95 hundredths place?
16/50 = 32/100 = 0.32
8/25 = 32/100 = 0.32
E. Discussing new concepts and practicing Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice
new skills #2 Performing the Activities on TG Draw number lines to show the Look at the hundred squares. Let Let the group answer the following. Let the pupils do Keep Moving on
pp. 177-178 following decimals. the group shade the parts. Shade Group I Get Moving on LM p. 142 LM p. 144 Table A (1-6)
Group I Use of blocks/cubes 0.3 0.25 0.4 the 0.14 of the grid. Group II Let them answer Keep B. Write the place value and value
Group II use of grid Moving on LM p. 142 of the underlined digits LM p. 144
Group III use of number lines 0.1 0.2 Group III Rename the following
Group IV use of money. Let the fractions to decimal numbers.
groups present their output one 5/10 10/100 6/10
at a time. 60/100 90/100

F. Developing mastery Independent Practice Independent Practice Independent Practice Independent Practice Independent Practice
(Leads to Formative Assessment 3) Ask the pupils to work on the Write each amount using the peso Rename the following decimal Solve the problem. Name the place value and value of
items on Get Moving LM pp. 134- sign. numbers to fractions. Get Moving In a long jump contest, Sharon the digits 5, 6, 7, 8, and 9.
135 75 centavos 5 centavos on LM p. 139 recorded 75/100 meter while Thea Decimal Place Value
95 centavos one peso Keep Moving on Lm p. 139. ( 1 10 had a record of 50/100 meter. How Number Value
) much farther dis Sharon jump than 0.52
Thea? Write the answer in decimal 0.26
form. 0.29
0.48
 0.72
G. Finding practical applications of Ask the pupils to do items 1 to 5 Let the pupils read and write the Ask the pupils to do items 1- 5 Ask the pupils to do items 1 to 4 Ask the pupils to do activity under
concepts and skills in daily living under Apply Your Skills on LM p. answers on their notebooks. under Apply Your Skills on page under Apply Your Skills on page 142, Apply Your Skills on page 145 of LM
135 and 136. Suppose that you are Shannon. 139, LM Math 4. LM Math 4 Math Grade 4
Shannon bought 0.75 kg of sugar.
Draw a grid or blocks to show the
given decimal number.
H. Making generalizations and How do you visualize decimal How do you visualize decimal How do you rename decimal To rename fractions whose In a decimal, the place value of the
abstractions about the lesson numbers? How do you identify numbers? How do you identify the numbers to fractions? denominators are 10 and 100 to first digit after the decimal point is
the number of equal parts of the number of equal parts of the whole *To rename decimal numbers to decimal numbers, count the zeroes tenths and its value is 0.1. The next
whole unit? unit? fractions, write the decimal as a in the denominator. The tenth has digit is hundredths and the value is
*To visualize a decimal number, *To visualize a decimal number, we fraction with 10 or 100 as the one digit after the decimal point. 0.01.
we use grid, blocks, number line, use grid, blocks, number line, and denomination, then reduce to The hundredths has 2 digits after the
and money. money. lowest term. decimal point. Zero is used as a
placeholder.
To rename fractions whose
denominators are factors of 10 and
100, first rename the fractions in
their equivalent fractions in tenths
and hundredths, then write them in
decimal numbers.
I. Evaluating learning Using models, visualize the Draw a grid to show the following Directions: Express the following as Directions: Express the following as Directions: Give the place value
following decimal numbers: decimals. fractions. decimal numbers. and the value of the underlined
1.0.20 3. 0.50 5. 0.90 0.6 0.9 0.55 0.75 0.89 1) 0.2 5) 0.56 4/10 7/100 25/100 75/100 digit.
2.0.25 4. 0.75 2) 0.04 9/20 12/50 0.56 0.85
3) 0.64 0.65 0.95
4) 0.08 0.75
J. Additional activities for application or Visualize the following number Timothy harvested some vegetables Solve. Irene bought 0.50 kg of fish Rename the following fractions as Name the place value and the
remediation using grid. in the garden. The squash weighed and 0.70 kg of lean meat. Which is decimal numbers. value of the following even number
1. 0.10 3. 0.20 0.95 kg. Draw a weighing scale to heavier? Write your answer in 5/10 10/100 6/10 digits by completing the table
2. 0.30 4. 0. 40 show the given decimal number. fractional form. 60/100 90/100 below.
Decimal Place Value
Number Value
0.23
0.45
0.67
0.76
0.54
V. REMARKS
VI. REFLECTION .
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?

G. What innovation or localized materials