School: Tagubay Elementary School Grade Level: IV

GRADES 4 Teacher: JOSEFA M. CASIPONG Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: January 17, 2024/ 1:50- 2:40 pm Quarter & Week 2nd QUARTER/ Week 9
Explicit Teaching
Strategy: Differentiated Instruction Integration: PE, Health, ESP

I OBJECTIVES  Compare decimal numbers using the relational symbols ˃, ˂ and =. (ANNOTATIONS)
-PPST INDICATORS/ KRA
 Arrange decimal numbers in ascending or descending orders.
OBJECTIVES/ RUBRIC
 Participate actively in class activity. INDICATORS TO BE
OBSERVED DURING
DEMONSTRATION
A. Content Standard The learner demonstrates understanding of improper fractions, mixed numbers and decimals
B. Performance Standard The learner is able to recognize and represent improper fractions, mixed numbers and decimals
C. Learning Compares and arranges decimal numbers. M4NS-IIj-104.1
Competency/s:
II CONTENT Comparing and Arranging Decimal Numbers
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages MELC, p.213
2. Learner’s Materials Module 10, pp. 12-27
pages LAS Week 9b pp. 47-49
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning https://www.youtube.com/watch?v=HLt5hkACMek
Resources
IV. PROCEDURES
A. Reviewing previous *Setting of Standards. Indicator #2
lesson or presenting the Decimals Rounded to the nearest * Read the following decimals. Used a range of teaching
new lesson 1. 10. 26 6. 0.65 strategies that enhanced
Whole Number Tenths 2. 0.43 7. 12.39 learner achievement in
3. 27. 12 8. 0.98 literacy and numeracy
1. 64.87 4. 55.34 9. 26. 75 skills
2. 29.46 5. 32.78 10. 0.84
3. 44.78
Complete the table by writing the decimal
4. 38.92
numbers rounded to the given place value.
5. 58.79

B. Establishing a purpose Who among you here experience playing the 100-meter dash sprint? Indicator #1
for the lesson What is the preliminaries activity before you run? Applied knowledge of
Can you execute it now? content within and across
How do you find the game? curriculum teaching
If you lose did you congratulate your opponent? areas.
What traits have you shown to your playmates?
Encourage them to share personal experiences. Emphasize to the class being a good sportsmanship.
Indicator #3
Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
C. Presenting *Show the picture Indicator #1
Examples/instances of Applied knowledge of
new lesson content within and across
curriculum teaching
areas.

Indicator #3
Applied a range of
teaching strategies to
*What do you think the boys doing? develop critical and
Read the problem and answer the following questions. creative thinking, as well
 as other higher-order
Mark, Jan, Ronie and Migs participated in a 25- week training to maintain their speed and flexibility. Before thinking skills
the training ends, their teacher-coach conducted a 100-meter dash competition among them. Mark finished
in 13.23 seconds, Jan finished in 13.17 seconds, Ronie finished in 13.24 seconds, and Migs finished in 13.21 Indicator# 7
seconds. Established a learner-
centered culture by using
Who do you think wins the competition? teaching strategies that
Who finished first? respond to the linguistic,
Who finished second? cultural, socio-economic
Who finished third? and religious
Who finished fourth? backgrounds.
After we read the problem, what do you think we will do to determine who wins first, second, and last?
D. Discussing new * Let us study the place value chart below. Indicator #2
concepts and practicing Used a range of teaching
new skills #1 strategies that enhanced
Whole Numbers Decimal Numbers
Modelling
Tens Ones . Tenth Hundredths learner achievement in
s literacy and numeracy
Mark 1 3 . 2 3 skills.
Jan 1 3 . 1 7
Ronie 1 3 . 2 4 Indicator #5
Migs 1 3 . 2 1 Established safe and
secure learning
*Provide a brief lecture on how to compare and arrange the decimals numbers. environments to enhance
* Engage pupils in a brief discussion about what they observe and how they will compare and arrange the learning through the
decimals numbers consistent
*Encourage learners to ask questions for clarification. implementation of
policies, guidelines and
procedures.

Indicator#9
Used strategies for
providing time, accurate
and constructive
feedback to improve
learner performance.
E. Discussing new Present another problem Indicator #3
concepts and practicing Aling Leny dropped by a vegetable shop and bought the following: 11.25 kg squash, 20.10 kg of pechay, and Applied a range of
new skills #2 12.45 kg of eggplant. teaching strategies to
Are vegetables healthy for us? Why do we need to eat vegetables? develop critical and
Which vegetable did Aling Leny buy the most? creative thinking, as well
The least? as other higher-order
Arrange the weights in ascending order. thinking skills.

Why we need to know how to compare and arrange decimals numbers in real life? Indicator#9
More information watch the video clip from MathDali https://www.youtube.com/watch?v=HLt5hkACMek Used strategies for
providing time, accurate
and constructive
feedback to improve
learner performance.
F. Developing mastery The following task will be completed by pupils in each station. Next, the pupils will spend three minutes at Indicator #1
(Leads to Formative each station answering questions. The group of pupils will move to the next station after three minutes. Applied knowledge of
Assessment) Until the pupils’ finish answering all the stations. content within and across
Station 1 curriculum teaching
Guided Practice
Fill in the blank with <, >, or = to compare the decimal numbers. areas.

1. 0.9 ______ 0.7 Indicator #5

2. 1.6 ______ 3.8 Established safe and
3. 4.2 ______ 4.20 secure learning
4. 7.6 ______ 7.26 environments to enhance
5. 0.48 ______ 0.50 learning through the
consistent
Station 2 implementation of
A. Arrange the decimal numbers in ascending order. policies, guidelines and
1. 0.83 ; 0.79 ; 0.63 ________________ procedures
2. 0.21 ; 0.22 ; 0.12 ________________
Indicator #6
B. Arrange the decimal numbers in descending order. Maintained learning
environments that
3. 0.30 ; 0.40 ; 0.35 _______________ promote fairness,
4. 0.51 ; 0.59 ; 0.52 _______________ respect and care to
5. 4. 21 ; 2.16 ; 3.25 _______________ encourage learning.

Station 3
 Directions: Answer the following questions correctly.
1. Which is larger, 0.74 or 0.47? ____________
2. If you compare 9.16 and 9.61, which is smaller? _________.
3. If you compare 0.68 to 0.7, ________ is larger decimal number.
4. Which is bigger, 7.8 or 8.7? _______
5. What if 8.06 is compared to 8.6? Which is smaller decimal number.

G. Finding Practical Individual Activity Indicator #3

applications of concepts Answer these problems. Applied a range of
and skills Independent 1. Aling Ester went to the market. While in a tricycle, she noticed that she received a change of teaching strategies to
Practice
Php3.50 while one of the passengers was given Php2.00. Whose change was smaller? develop critical and
creative thinking, as well
2. Ruben had jogged 1.73 kilometers, Rene jogged 0.96 kilometers, and Ramon jogged 2.55 kilometers. as other higher-order
Who has jogged the least? The greatest? thinking skills.
Arrange the kilometers they jog in descending order.
Indicator # 8
Adapted and used
culturally appropriate
teaching strategies to
address the needs of the
learners from indigenous
groups.

H. Making generalizations How do we compare the decimal numbers? Indicator #3

and abstractions about the How do we arrange the decimal numbers in an increasing order? In decreasing order? Applied a range of
lesson Why is it important to be able to compare and arrange decimal numbers in situations when you may use them teaching strategies to
in measures, when taking medicine, or even when cooking? develop critical and
creative thinking, as well
as other higher-order
thinking skills.

Indicator#9
Used strategies for
providing time, accurate
and constructive
feedback to improve
learner performance.
I. Evaluating Learning A. Compare the given sets of decimals. Write ˃ , ˂ or = between the decimals. Indicator #3
1. 8.2 _____ 2.8 Applied a range of
2. 4.63 _____ 6.34 teaching strategies to
3. 13.400 _____ 13.4 develop critical and
4. 38.08 _____ 38.88 creative thinking, as well
5. 61.371 _____ 61.173 as other higher-order
B. Arrange the decimal numbers in ascending order (least to greatest). thinking skills.
6. 0.78 0.45 0.63
7. 5.45 7.42 6.45
8. 9.08 9.10 9.03
9. 13.46 13.35 13.76 13.43
10. 24.33 22.65 32.24 56.22
C. Arrange the decimal numbers in descending order (greatest to least).
11. 0.76 0.98 0.54
12. 3.12 3.30 3.03
13. 6.19 6.91 6.09
14. 15.45 15.38 15.83 15.54
15. 63.76 73.63 37.67 76.33

J. Additional activities for Directions: Read the problem and solve. Indicator #3
application or remediation Reyna bought different colors of ribbon, 0.85 m of yellow, 0.74 of red, 0.79 m of green, 0.65 m of pink and Applied a range of
0.52 m of white. teaching strategies to
1.Which ribbon was the shortest? ________________ develop critical and
2.What about the longest? ______________________ creative thinking, as well
3.Arrange the lengths of the ribbons from shortest to longest. __________________ as other higher-order
thinking skills.
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 did I
use/discover which I wish
to share with other
teachers?

Prepared and submitted by:

JOSEFA M. CASIPONG
Adviser