MATATAG K TO 10 CURRICULUM

School: TURO ELEMENTARY SCHOOL Grade Level: 4

MATATAG Name of Teacher EMMANUEL JOSEPH C. CASTRO Learning Area: MATHEMATICS
K to 10 Curriculum Teaching Dates and Time: OCTOBER 7 - 11, 2024 (WEEK 2) Quarter: Second
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of…
Standards  Multiplication of whole numbers with products up to 1 000 000, division of up to 4-digit numbers by up to 2-
digit numbers, and the MDAS rules.

B. Performance By the end of the quarter, the learners are able to…
Standards  perform multiplication of whole numbers with products up to 1 000 000.
 perform division of up to 4-digit numbers by up to 2-digit numbers.
 perform different operations by applying the MDAS rules.

C. Learning 1. Solve multi-step problems involving one or more of the four operations with results of calculations
Competencies up to 1,000,000, including problems involving money.
and Objectives 2. Divide two numbers with and without regrouping 3- to 4-digit numbers by 1-digit numbers

D. Content A. Problem Solving on Multiplication

B. Dividing Whole Numbers

E. Integration Principles of Values Education/Christian Living Education, Concepts in Socio-Economic, Science, and Music

II. LEARNING RESOURCES

iStockphoto LP. (2023). Money Saving stock illustration [Image]. iStock. https://encryptedtbn0.gstatic.com/images?
q=tbn:ANd9GcQWfIM45SlDszRBuFKXEULd96b-mtKsInRrRoc769Y61Q&s
Math Songs by NUMBEROCK. (2015, September 17). Long Division Song | 1-DIgit Divisors | 3rd Grade & 4th Grade [Video]. YouTube.
https://www.youtube.com/watch?v=VvQelzRQe7k
TheAnimatedClassroom. (2011, March 2). The Steps to Long Division [Video]. YouTube. https://www.youtube.com/watch?v=0uZiqk_ZdcA

Other Learning Resources needed for this lesson:

Multiplication Flash Cards, Division Flash Cards, and Manipulatives (place value discs)

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review Review for Day 1 and Day 2
 On Multiplication – use multiplication flash cards to review Multiplication facts.
 On Division – use division flash cards to review Division facts. Review for Day 3 to 5, the
What do you call a natural calamity brought by strong winds with heavy rains teacher will elaborate on the
that may cause flood, landslide, and destruction of structures? Write on the line students’ answers.
the letter corresponding to the quotient to decode the word.
1) 25 ÷ 5 = N
2) 9 ÷ 3 = T
3) 20 ÷ 2 = O
4) 16 ÷ 4 = H
5) 7 ÷ 1 = Y
6) 18 ÷ 9 = P
7) 4 ÷ 4 = O

3 7 2 4 10 1 5
Have you ever experienced this kind of calamity?
The teacher will elaborate on
2. Feedback (Optional) the students’ answers.

B. Establishing 1. Lesson Purpose

Lesson Purpose Problem Opener:
Sarah saves a portion of her daily allowance. She saves 15 pesos every day
for Christmas. Possible answers:
1) How much will she save in 40 days? a) Repeated addition
2) How will you get the total savings? b) Skip counting
3) From the responses, which will give you the answer easily? Why? c) Multiplication
Today we will be solving word problems on multiplication.

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For Day 1 and 2
2. Unlocking Content Vocabulary The teacher may use other
A. Let us recall the steps in problem solving: ways to present the steps in
U P A C or Think – Plan – Solve – Look Back problem solving.
1. Understand the problem (Think).
Identify what are the given and what is asked. Example:

2. Devise a Plan (Plan). GAPESA

Choose an appropriate strategy in solving the problem. G – given
3. Answer or Carry out the plan (Solve). A – asked
After identifying a strategy to use, solve, and answer the problem P – process
4. Check (Look Back). E – equation
Have time to reflect and look back on what you have done. What worked S – solve
and what did not work? A – answer

What words imply multiplication?

(possible answers: “total; double/triple; altogether; in all”)

B. Recall the parts of a division sentence. For Day 3 to 5

The teacher will explain each
word. Provide other examples if
there is difficulty identifying the
parts.

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C. Developing and DAY 1

Deepening SUB-TOPIC 1: Problem Solving on Multiplication
Understanding 1. Explicitation For Day 1 and 2
Let us solve the following multiplication story. The teacher may ask more
After a typhoon, 1 200 people were brought to an evacuation center. The questions or rephrase the
local government provided 3 meals a day for each evacuee for 12 days. How any questions.
meals did the local government provided in all?
Solution:
Step 1: (Think).
What are given in the problem? Answer to the questions:
a. How many evacuees were there? a. 1 200
b. How many meals a day per person did the government prepare? b. 3 meals per day
c. For how many days? c. 12 days
What is asked in the problem?
Step 2: (Plan).
a. How will you solve the problem?
b. What operations will you carry out?

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c. What strategy will you use? Number sentence:

d. Is there a hidden question? If yes, what is the hidden question? (1 200 × 3) × 12 = n (number of
e. What is the number sentence? meals)
Step 3: (Solve).
Carry out the operation(s).
Step 4: (Look Back).
Check your answer if it is correct. Have time to reflect and look back on
what you have done. What worked and what did not work?

2. Worked Example
Let us solve another problem.
Example: Adelle bought 4 sets of uniforms. She paid 640 pesos for each set. She
gave 3 000 pesos to the cashier. How much change did she get?
Step 1: (Think).
Given: 4 sets of uniform; 640 pesos each set; 3 000 pesos payment
Asked: How much change did she get?
Step 2: (Plan).
Hidden Question: What is the total cost of the uniforms?
Number sentence: 3 000 – (640 × 4) = n
Step 3: (Solve).
640 × 4 = 2 560
3 000 – 2 560 = 440
Answer: She got a change of 440 pesos.
Step 4: (Look Back).
Review your answer. Is it correct?

3. Lesson Activity
Solve on you own. Follow the steps in problem solving.
1. How many legs are there in 6 cows and 4 chickens? Answer Worksheet No. 1
2. In a cheer dance competition, the required number of cheer dancers is 25
and the required number of spotters is 8. There were 12 participating teams.
Altogether, how many participants joined the competition?
3. A florist buys 20 bundles of roses to be used for wedding decorations. Each
bundle has 48 red and white roses. In each bundle there are 30 red roses
and the rest are white. How many white roses are there in all?
4. A two-day musical event sold 1 000 tickets on the first day and 935 on the

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DAY 2
SUB-TOPIC 2: Dividing 3 to 4-Digit by 1-Digit Numbers Without Regrouping For Day 3 to 5
1. Explicitation The teacher may use base 10
Divide using pictorial representation (place value discs) blocks instead of place value
a. 426 ÷ 2 discs. You may use PowerPoint
On a place value chart form 426 using discs. presentation in implementing
this activity or make improvised
materials.

Group the discs under each place values by 2s as shown below. Ask the learners to count how
many groups there are under
each place values.

Tell the students that 213 is

the answer to the problem 426
÷ 2.

b. 6 905 ÷ 3

Group the discs under each place value by 3s.

Group the discs under each

place values by 3s. Then, count
how many groups there are
under each place value.

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2. Worked Example
Divide using Long Division The teacher may ask the pupils
Recall: DMBS (Divide – Multiply – Subtract – Bring Down) to think of their own
In long division, we write the dividend inside the division house and the divisor representation of the division
outside the division house. To easily remember the division process, we think of process (DMSB)
the members of the family who lives in the house.
Representation: DMSB (Dad – Mom – Sis – Bro)
The teacher will discuss the
1) 426 ÷ 2 2) 6 905 ÷ 3 division process step by step.

3. Lesson Activity
Find the quotient of the following numbers using the corresponding methods.
1) 664 ÷ 6 (pictorial)
2) 8 480 ÷ 4 (long division)
3) 704 ÷ 7 (long division)

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DAY 3
SUB-TOPIC 3: Dividing 1-Digit by 1-Digit Number With Regrouping
1. Explicitation
Divide using pictorial representation
a. 235 ÷ 5

Group the discs under each place value by 5s. Regroup 2 hundreds.
2 hundreds are not enough to make a group of 5, so we need to regroup. 2 hundred = 20 tens

Group the tens by 5s.

There are 4 groups.

Regroup the extra 3 tens.

3 tens -= 30 ones

Group the ones by 5s.

There are 7 groups.

The teacher will discuss the

division process step by step.
2. Worked Example
Divide using Long Division Note:
Recall: DMBS (Divide – Multiply – Subtract – Bring Down) 2 hundred 3 tens = 23 tens
In long division, we write the dividend inside the division house and the divisor
outside the division house. To easily remember the division process, we think of Note:
the members of the family who lives in the house. 3 thousands 2 hundred
Representation: DMSB (Dad – Mom – Sis – Bro) = 32 hundreds

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1) 234 ÷ 5 2) 3 206 ÷ 7 Watch the video on long

division without remainder:
https://www.youtube.com/wat
ch? v=0uZiqk_ZdcA

Watch the video on long

division with remainder:
https://www.youtube.com/wat
ch? v=VvQelzRQe7k

Answer Worksheet No. 3

3. Lesson Activity
A. The long division exercise below shows different types of errors. Find the
errors and explain each type of errors.
B. Find the quotient of the following numbers using the suggested method. Use
the back page if needed for your solutions.
1) 984 ÷ 7 (pictorial)
2) 2 118 ÷ 4 (long division)
3) 580 ÷ 9 (long division)
4) 8 319 ÷ 6 (long division)

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C. Making DAY 4
Generalizations 1. Learners’ Takeaways
 Which strategy do you find easy to perform? Provide time for the students to
 In what situations can you use division? write or discuss their answers
 What values did you learn from the lesson? to the following questions.

2. Reflection on Learning
Perform the task as presented in the illustration.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 5 Teachers may encourage

Learning 1. Formative Assessment learners to have a quiz
A. Solve the problem below (on Multiplication): notebook to monitor learners'
Chad buys a table at 20 000 pesos and sells it for 22 500 pesos. If he academic progress. The quiz
sells 15 computers, how much profit does he make? notebook may also serve as
B. Find the quotient by division without regrouping: homework notebook.
1) 632 ÷ 3
2) 4 082 ÷ 2
C. Find the quotient by division with regrouping:
1) 5 824 ÷ 8
2) 467 ÷ 5

2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to

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strategies explored the effective practices and

problems encountered after
utilizing the different strategies,
materials used materials used, learner
engagement, and other related
stuff.
learner engagement/
interaction
Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection  principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also consider this as an input
 students for the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

 ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared By: Checked: Noted:

EMMANUEL JOSEPH C. CASTRO CHRISTOPHER G. MAURICIO CRISLYN G. DELA CRUZ

Teacher I Master Teacher II Principal II

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