DETAILED LESSON PLAN

I. Learning Competency and Objectives

(M4NS-Ie-46.3)

At the end of the lesson, the students can:

a) Demonstrates understanding of multiplication and division of whole numbers including

money
b) Is able to apply multiplication and division of whole numbers including money in
mathematical problems and real-life situations
c) Creates problem (with reasonable answers) involving multiplication or with addition or
subtraction of whole numbers.

II. Subject Matter

a) Topic: Creating Problems Involving Multiplication or with Addition or Subtraction of
Whole Numbers
b) Subject: Mathematics 4
c) Materials: cards, graphing paper
d) Reference: Teacher’s Guide pages 59-62 Learner’s Material pages 47-48
e) Values Integration: Communication and Reasoning
f) Learning Strategy/Approach: Constructivist Approach

III. Learning Procedure (5E’s Model)

Teacher’s Activities Students’ Activities

A. ENGAGE

Hello class, good morning Good morning, Ma’am.

Now I want you to arrange your seats and

make sure you are in line with the seats in
front of you.

Motivation (Chikading): Let students sing the

chikading song for connect the topic about
counting.

B. EXPLORE
Expected answer:
Routine Multiplication Problem: Routine Multiplication Problem:

John has 5 boxes, and each box contains 8 Understand the Problem:
chocolates. How many chocolates does John
have in total?  John has 5 boxes, and each box contains
8 chocolates.
Non-Routine Multiplication Problem: Choose the Appropriate Operation:

Sarah is arranging flowers for a special  Multiplication is the operation needed, as

event. She wants to create rectangular we need to find the total number of
chocolates by multiplying the number of
flower beds. If each flower bed is 6 meters boxes by the chocolates in each box.
long and 9 meters wide, and she wants to
create 4 identical flower beds arranged in a Set Up the Problem:
 5 boxes×8 chocolates per box5 boxes×8
square, how much space will the flower beds chocolates per box
cover in total? Perform the Multiplication:
5×8=40
5×8=40
 John has 40 chocolates in total.

Non-Routine Multiplication Problem:

C. EXPLAIN
Understand the Problem:
Introduction of the lesson:
 Sarah wants to arrange flower beds in a
Solving multi-step routine and non-routine word square, and each flower bed has
problems involving multiplication and addition or dimensions of 6 meters by 9 meters.
Plan Your Approach:
subtraction is a mathematical process where a
 Calculate the area of one flower bed:
person uses a combination of these basic 6 meters × 9 meters
arithmetic operations to find solutions to 6 meters×9 meters.
problems that are presented in a textual format.  Multiply the area of one flower bed by the
This process often involves several layers or total number of flower beds (4).
steps and requires both critical thinking and
mathematical skills. Let's break this down:

Multi-step Problems: These are problems that

cannot be solved in a single step. Instead, they
require a series of calculations or logical steps.
For example, you might first need to multiply
numbers in one part of the problem and then add
or subtract the result in subsequent steps.

Routine Problems: These are problems that

follow familiar patterns or methods of solution.
Students will answer the questions thru oral
They are often similar to examples that students
recitation and their answer may vary:
have encountered before in their studies, and
typically, a standard method can be applied to
solve them.

Non-routine Problems: These problems do not

follow a standard pattern or method of solution
and often require more creative or analytical
thinking. They are designed to challenge
students' understanding and application of
mathematical concepts in new and unfamiliar
contexts.

Involving Multiplication and Addition or

Subtraction: The problems specifically involve
the operations of multiplication, addition, and/or
subtraction. They require the student to
determine which operations to use and in what
order to apply them to reach the solution.

Word Problems: These problems are presented

in a narrative or story format, requiring the
student to extract and interpret the relevant
numerical information and then apply the
appropriate mathematical operations. This often
involves distinguishing between necessary and
unnecessary information, understanding the
context of the problem, and translating the words
into mathematical expressions or equations.

D. ELABORATE
Students will answer the questions thru oral
Alex is organizing a charity event to raise funds recitation:
for a local animal shelter. He plans to sell tickets
for $10 each. Additionally, he knows that for Expected answer:
every ticket sold, people are likely to donate an
extra $5 on average. Alex's goal is to raise at Understand the Problem:
least $500 for the animal shelter. How many
tickets does he need to sell to meet his goal?  Alex wants to raise $500 for the animal
shelter.
 He sells tickets for $10 each.

Plan Your Approach:

Let x be the number of tickets Alex needs to sell.

Total funds raised (Total) can be expressed as

Total = 10 x+5 x
Total=10x+5x.

Execute Your Plan:

Set up the equation: 10 x + 5 x ≥ 500

10x+5x≥500 (since Alex wants to raise at least

$500).

Combine like terms: 15 x ≥ 500

15x≥500.

Solve for x: x≥50015x≥15500.

Check Your Solution:

 If Alex sells 34 tickets, he would earn

$340 from ticket sales and potentially
$170 in extra donations (34 tickets * $5
each). 340 + 170 = 510
 340+170=510, which is more than the
$500 goal.
 .

E. EVALUATE

Group Experimentation:
Students will do the Group Experimentation:
I will group you into 2 groups each group has
different problem so all you need to do class is to Group 1
make a brainstorming to solve the problem that
you will assign. Understand the Problem:
 Sophie has a rectangular garden.
 She wants to plant flowers along
Group 1 the border.
 Flower pots are required, and each
Sophie has a rectangular garden with a length of
meter of border needs 5 flower
12 meters and a width of 8 meters. She wants to
plant flowers along the border of the garden. If pots.
each meter of flower border requires 5 flower  Each flower pot costs $3.
pots and each flower pot costs $3, how much  Sophie already has 10 flower pots.
money will Sophie spend on the flower pots? If
Plan Your Approach:
she already has 10 flower pots, how many more
does she need to buy?  Let �x be the total meters of the
garden's border.
 Total cost (Total Cost
Group 2 Total Cost) can be expressed as
A group of friends is planning a road trip. They Total Cost= (�×5×3) +(10×3)
estimate that the total distance to their Total Cost=(x×5×3) +(10×3).
destination is 420 miles. They plan to drive at an Execute Your Plan:
average speed of 60 miles per hour. However,
 Substitute the values: TotalCost=
they need to make two stops, each lasting 1
hour. If they want to reach their destination in (12×5×3) +(10×3) Total Cost=
time for an event, how early should they start (12×5×3)+(10×3).
their road trip?
 Calculate the total cost:
Total Cost=180+30=210Total
Cost=180+30=210 dollars.
Check Your Solution:
 Sophie needs 12 meters of flower
border.
 12×5=6012×5=60 flower pots
are required.
 She already has 10 flower pots.
 60−10=5060−10=50 more pots
 need to be purchased.
 The cost of 50 pots is
50×3=15050×3=150 dollars.
 The total cost of flower pots is
150+30=180150+30=180
dollars.
 The solution aligns with the
problem's requirements.

Group 2

Understand the Problem:

 The friends need to cover a
distance of 420 miles.
 They drive at an average speed of
60 miles per hour.
 They make two stops, each lasting
1 hour.
 The goal is to determine how early
they should start the road trip.
Plan Your Approach:
 Let t be the total time in hours
needed for the road trip.
 Total time ( t) can be expressed as
t=420/60+2+1+1t=60420+2+1+1.
Execute Your Plan:
 Substitute the values:
t=420/60+2+1+1t=60420+2+1+1.
 Calculate the total time:
t=7+2+1+1=11t=7+2+1+1=11
hours.
Check Your Solution:
 Driving time: 42060=760420=7
hours.
 Stops: 2+1+1=42+1+1=4 hours.
 Total time: 7+4=117+4=11 hours.
 If the event starts at noon, they
should start their road trip at 1:00
AM to reach the destination on
time.
 Observation:
This Topic is using the constructivism theory
because each student or learners have their own
knowledge on how to solve the problems so it
means each problem have uses constructivism
theory.

Conclusion:
This topic or lesson also is more on challenge
especially when it comes to teaching you as a
teacher you need to more discussions the topic on
how or what are the methods or strategies to
solve in owned or more problem solving.

IV. Evaluation

Directions: Answer the Problem solving

A group of students is organizing a school carnival. They plan to sell tickets for
various attractions. Each regular ticket costs $5, and each VIP ticket costs $10. They
aim to sell a total of 200 tickets to raise funds for a charity event. If their goal is to
collect $800 from ticket sales, how many regular tickets and VIP tickets do they need
to sell?

V. Assignment/Reflection/Enrichment

Liam is planning to host a charity event to raise money for a local school. He wants to
sell raffle tickets for $5 each. The prize for the raffle is a bicycle that costs $120. Liam
hopes to make a profit of $200 for the school. If he manages to sell a certain number of
raffle tickets, how many tickets does he need to sell to achieve his profit goal?

Prepared by:

Zsanikka J. Monceda
BEED 3 – GROUP 3