School: Hda.

Puyas E/S Grade Level: IV

GRADES 1 to 12 Teacher: Valerie Joy T. Camemo Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: (WEEK 4) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. CONTENT STANDARDS Demonstrates understanding of the concept of time, perimeter, area, and volume
B. PERFOMANCE STANDARDS Applies the concept of time, area and volume to mathematical problems and real-life situations
C. LEARNING COMPETENCIES/ Creates problems (with Creates problems (with Visualize the volume of solid Visualize the volume of solid Visualize the volume of solid
OBJECTIVES(Write the LC Code for reasonable answers) reasonable answers) figures in different situations figures in different figures in different situations
each) involving perimeter and involving perimeter and using non-standard (e.g. situations using standard using standard units
area involving squares, area involving squares, marbles, etc.) and standard units M4ME-IVd-62
rectangles, triangles, rectangles, triangles, units M4ME-IVd-62
parallelograms, and parallelograms, and M4ME-IVd-62
trapezoids trapezoids
M4ME-IVd-61 M4ME-IVd-61
II. CONTENT
Creating Problems Involving Creating Problems Involving Visualizing the Volume of a Solid Visualizing the Volume of a Visualizing the Volume of a Solid
Perimeter and Area Perimeter and Area Using Non-Standard Units Solid Using Standard Units Using Standard Units
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 291-293 291-293 298-301 301-304 301-304
2. Learner’s Materials Pages 219-223 219-223 226-228 229-232 229-232
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Ppt, flashcards, Ppt, flashcards, Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts
charts,cutouts charts,cutouts
III. PROCEDURES
A. Reviewing the previous lesson or Have a review on solving for Have a review on solving for Have a review on non-standard Have a review on using non- Have a review on using non-
presenting the new lesson the perimeter and area of a the perimeter and area of a units and the concept of a solid. standard units, areas of plane standard units, areas of plane
triangle, a parallelogram, triangle, a parallelogram, and Ask pupils to show examples of figures, and concept of solid figures, and concept of solid
and a trapezoid. Let the a trapezoid. Let the pupils do solid figures like boxes, dimensions. dimensions.
pupils do the following: the following: alphabet blocks, etc.
1. 2. 1. 2.

3. 3.

B. Establishing a purpose for the Let the pupils use rubber Let the pupils use rubber Show a Rubik’s Cube. Ask if the Show a cube (box) filled with Show a cube (box) filled with
lesson bands on geoboards to bands on geoboards to create pupils are familiar with this toy. blocks 3 cm on each side. Ask blocks 3 cm on each side. Ask
create a triangle, a a triangle, a parallelogram, Ask what is challenging about the pupils to get one block and the pupils to get one block and
parallelogram, and a and a trapezoid. Ask them to the Rubik’s Cube. Link this describe it. describe it.
trapezoid. Ask them to record the perimeter and area figure with the lesson to be Ask: What can you say about Ask: What can you say about
 record the perimeter and of each figure. learned. the block? What are the the block? What are the
area of each figure. dimensions? dimensions?
C. Presenting examples/instances of Let the pupils present the Present the problem. Present this story to the class. Present this situation to the Present this situation to the
the new lesson figures and discuss how the The trapezoidal field at the Mike wanted to find out which class. Let the pupils read and class. Let the pupils read and
area and perimeter are right is completely covered box, A or B, has the greater understand the situation. understand the situation.
obtained. Ask them to give with carabao grass. volume. He filled box A with Charo has a transparent Charo has a transparent
the different ways in finding Can you create a problem marbles. Then, he transferred rectangular container, rectangular container,
the area and perimeter. about the field? the marbles to box B. After box measuring 10 cm by 4 cm by 3 measuring 10 cm by 4 cm by 3
B was full, there were still some cm. What is the volume? cm. What is the volume?
marbles in box A. Ask: Who has a transparent Ask: Who has a transparent
Original File Submitted and rectangular container? What is rectangular container? What is
Formatted by DepEd Club the length? Height? Width? the length? Height? Width?
Member - visit What does the problem ask What does the problem ask
for? How will you solve the for? How will you solve the
depedclub.com for more
volume of the rectangular volume of the rectangular
prism? prism?
D. Discussing new concepts and Group Work Activity Guide the pupils in creating a Ask: Which box has the greater Show and discuss how to find Show and discuss how to find
practicing new skills #1 Divide the class into three problem about the situation. volume? Let them compare the the volume using different the volume using different
groups. Let each group contents of each box. methods. methods.
discuss how they will make Group Activity Ask the pupils why the boxes -Compare the volume using -Compare the volume using
a problem based on the Divide the class into 3 do not have the same number the non-standard units and the non-standard units and
given situation. groups. Let each group solve of materials or objects. the volume using the standard the volume using the standard
I- Inside the classroom, and answer the problem Ask them why there are gaps or units. units.
create a problem created. empty spaces within the boxes. -What is accurate in finding -What is accurate in finding
involving perimeter and Explain the meaning of volume the volume? the volume?
area. Use the meter and non-standard units.
stick/ruler as the Discuss the presentation Discuss the presentation
measuring tool. under Explore and Discover on under Explore and Discover on
II- In the school p. 229, LM. p. 229, LM.
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.
E. Discussing new concepts and Create/Make a problem Create/Make a problem Group Activity Group Activity Group Activity
practicing new skills #2 involving the perimeter and involving the perimeter and Divide the class into four Divide the class into four Divide the class into four
area with corresponding area with corresponding groups. Distribute a box to each groups. Let the pupils do the groups. Let the pupils do the
 answers based on the given answers based on the given group. Ask each group to fill the activity under Get Moving on activity under Get Moving on p.
situation. situation. box with the materialsgiven to p. 230, LM. Let each group 230, LM. Let each group find
1. The living room is in the 1. A triangular parcel of land them to find the volume of the find the volume of each solid the volume of each solid figure.
shape of a trapezoid is 11 meters at its base box. figure.
where one of the parallel and a height of 7 meters. I-Using the marbles
sides is 4m long and the II-Using the pebbles
other is 6m long. The III-Using the beans
distance across these IV-Using the balls
sides is 7m. Discuss how to find the volume.
F. Developing mastery Create/Make a problem Create/Make a problem Find the actual number of Let the pupils do the activity Let the pupils do the activity
(Leads to Formative Assessment 3) involving the perimeter and involving the perimeter and marbles that will fill each box. under Keep Moving on p. 230- under Keep Moving on p. 230-
area with corresponding area with corresponding 231, LM. 231, LM.
answers based on the given answers based on the given
situation. situation.
a. A rectangular yard has a a. A wooden area is in the
length of 16 meters and a shape of a trapezoid whose
width of 3 meters. bases measure 128 meters
and 92 meters and its
Problem: height is 40 meters.
Answer: Problem:
Answer:

G. Finding practical application of Create a problem involving Create/Make a problem Let the pupils do items 1 and 2 Let the pupils do items 1 to 4 Let the pupils do items 1 to 4
concepts and skills in daily living the perimeter and area of involving the perimeter and under Apply Your Skills on p. under Apply Your Skills on p. under Apply Your Skills on p.
the figure. area with corresponding 228, LM. 231. 231.
1. Roy planted vegetables in answers based on the given
his backyard. The shape situation.
of the garden is a 1. Nur plans to put a fence
parallelogram. It has a around his vegetable
base of 6 meters and a garden that is rectangular
height of 4 meters. in shape. The length of the
garden is 4 meters and the
width is 2 meters.
H. Making generalizations of How did you create How did you create problems How can we visualize the How can we visualize the How can we visualize the
concepts and skills in daily living problems involving involving perimeter and area volume of solids using non- volume of solids using the volume of solids using the
perimeter and area of a of a triangle, a parallelogram, standard units of measure? standard units of measure? standard units of measure?
triangle, a parallelogram, and a trapezoid? What can help us visualize the
and a trapezoid? volume?
I. Evaluating learning Create a problem involving Create/Make a problem Find the volume of the following Find the volume of each solid Find the volume of each solid
the perimeter and area of involving the perimeter and using non-standard unit of figure by counting the cubes. figure by counting the cubes.
the figure mentioned in the area with corresponding measurement.
problem. answers based on the given 1.
1. A triangle has sides situation. Balls 1. 1.
measuring 10 cm, 14 1. Ana has a rectangular herb 2.
cm, and 15 cm. garden that is 8 m long Marbles
2. A rectangular field has a and 10 m wide. 2. 2.
length of 26 meters and 3. Blocks
a width of 16 meters.

3. 3.
 4. pebbles 4. 4.

5. mongo seeds 5.

J. Additional activities for Create a problem involving Create 1 problem involving Find the volume of a tetra pack On a grid paper, draw solids On a grid paper, draw solids
application or remediation the perimeter and area perimeter and area. of juice using the following with the following volumes. with the following volumes.
using the following figures. materials: a. 12 cm3 a. 12 cm3
1. 2. 1. Pebbles b. 15 cm3 b. 15 cm3
2. Mongo seeds c. 20 cm3 c. 20 cm3
3. Marbles
V.REMARKS

VI.REFLECTION

No. of learners who earned 80% in the ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
evaluation 80% above ___ of Learners who earned 80% above above above
above
No. of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
activities for remediation who scored additional activities for additional activities for additional activities for remediation additional activities for additional activities for
below 80% remediation remediation remediation remediation

Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson the lesson the lesson lesson the lesson the lesson

No. of learners who continue to require ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
remediation to require remediation require remediation require remediation require remediation require remediation

Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
 Cooperation in doing their Cooperation in doing their Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
tasks tasks
What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
What innovation or localized materials did Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
I use/discover which I wish to share with __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures