GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
IV
Teacher:
Learning Area:
MATHEMATICS
Teaching Dates and Time:
WEEK 4
Quarter:
4TH QUARTER
GRADES 1 to 12 DAILY LESSON LOG | School: |
| Grade Level: | IV |
Teacher: | Learning Area: | MATHEMATICS | ||
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/ OBJECTIVES(Write the LC Code for each) | Creates problems (with reasonable answers) involving perimeter and area involving squares, rectangles, triangles, parallelograms, and trapezoids M4ME-IVd-61 | Creates problems (with reasonable answers) involving perimeter and area involving squares, rectangles, triangles, parallelograms, and trapezoids M4ME-IVd-61 | Visualize the volume of solid figures in different situations using non-standard (e.g. marbles, etc.) and standard units M4ME-IVd-62 | Visualize the volume of solid figures in different situations using standard units M4ME-IVd-62 | |||||
II. CONTENT | (Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tacked in a week or two.) | ||||||||
Creating Problems Involving Perimeter and Area | Creating Problems Involving Perimeter and Area | Visualizing the Volume of a Solid Using Non-Standard Units | Visualizing the Volume of a Solid Using Standard Units | Summative Test | |||||
LEARNING RESOURCES | (List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.) | ||||||||
A. References | |||||||||
1. Teacher’s Guide Pages | 291-293 | 291-293 | 298-301 | 301-304 | |||||
2. Learner’s Materials Pages | 219-223 | 219-223 | 226-228 | 229-232 | |||||
3. Textbook Pages | |||||||||
4. Additional Materials from Learning Resource (LR) Portal | |||||||||
B. Other Learning Resources | Ppt, flashcards, charts,cutouts | Ppt, flashcards, charts,cutouts | Ppt, flashcards, charts,cutouts | Ppt, flashcards, charts,cutouts | |||||
III. PROCEDURES | (These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learners in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.) | ||||||||
A. Reviewing the previous lesson or presenting the new lesson | Have a review on solving for the perimeter and area of a triangle, a parallelogram, and a trapezoid. Let the pupils do the following:
| Have a review on solving for the perimeter and area of a triangle, a parallelogram, and a trapezoid. Let the pupils do the following:
3. | Have a review on non-standard units and the concept of a solid. Ask pupils to show examples of solid figures like boxes, alphabet blocks, etc. | Have a review on using non-standard units, areas of plane figures, and concept of solid dimensions. | |||||
B. Establishing a purpose for the lesson | Let the pupils use rubber bands on geoboards to create a triangle, a parallelogram, and a trapezoid. Ask them to record the perimeter and area of each figure. | Let the pupils use rubber bands on geoboards to create a triangle, a parallelogram, and a trapezoid. Ask them to record the perimeter and area of each figure. | Show a Rubik’s Cube. Ask if the pupils are familiar with this toy. Ask what is challenging about the Rubik’s Cube. Link this figure with the lesson to be learned. | Show a cube (box) filled with blocks 3 cm on each side. Ask the pupils to get one block and describe it. Ask: What can you say about the block? What are the dimensions? | |||||
C. Presenting examples/instances of the new lesson | Let the pupils present the figures and discuss how the area and perimeter are obtained. Ask them to give the different ways in finding the area and perimeter. | Present the problem. The trapezoidal field at the right is completely covered with carabao grass. Can you create a problem about the field? | Present this story to the class. Mike wanted to find out which box, A or B, has the greater volume. He filled box A with marbles. Then, he transferred the marbles to box B. After box B was full, there were still some marbles in box A. | Present this situation to the class. Let the pupils read and understand the situation. Charo has a transparent rectangular container, measuring 10 cm by 4 cm by 3 cm. What is the volume? Ask: Who has a transparent rectangular container? What is the length? Height? Width? What does the problem ask for? How will you solve the volume of the rectangular prism? | |||||
D. Discussing new concepts and practicing new skills #1 | Group Work Activity Divide the class into three groups. Let each group discuss how they will make a problem based on the given situation.
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:
| Guide the pupils in creating a problem about the situation. Group Activity Divide the class into 3 groups. Let each group solve and answer the problem created. | Ask: Which box has the greater volume? Let them compare the contents of each box. Ask the pupils why the boxes do not have the same number of materials or objects. Ask them why there are gaps or empty spaces within the boxes. Explain the meaning of volume and non-standard units. | Show and discuss how to find the volume using different methods. -Compare the volume using the non-standard units and the volume using the standard units. -What is accurate in finding the volume? Discuss the presentation under Explore and Discover on p. 229, LM. | |||||
E. Discussing new concepts and practicing new skills #2 | Create/Make a problem involving the perimeter and area with corresponding answers based on the given situation.
| Create/Make a problem involving the perimeter and area with corresponding answers based on the given situation.
| Group Activity Divide the class into four groups. Distribute a box to each group. Ask each group to fill the box with the materialsgiven to them to find the volume of the box. I-Using the marbles II-Using the pebbles III-Using the beans IV-Using the balls Discuss how to find the volume. | Group Activity Divide the class into four groups. Let the pupils do the activity under Get Moving on p. 230, LM. Let each group find the volume of each solid figure. | |||||
F. Developing mastery (Leads to Formative Assessment 3) | Create/Make a problem involving the perimeter and area with corresponding answers based on the given situation.
| Create/Make a problem involving the perimeter and area with corresponding answers based on the given situation.
| Find the actual number of marbles that will fill each box. | Let the pupils do the activity under Keep Moving on p. 230-231, LM. | |||||
G. Finding practical application of concepts and skills in daily living | Create a problem involving the perimeter and area of the figure.
| Create/Make a problem involving the perimeter and area with corresponding answers based on the given situation.
| Let the pupils do items 1 and 2 under Apply Your Skills on p. 228, LM. | Let the pupils do items 1 to 4 under Apply Your Skills on p. 231. | |||||
H. Making generalizations of concepts and skills in daily living | How did you create problems involving perimeter and area of a triangle, a parallelogram, and a trapezoid? | How did you create problems involving perimeter and area of a triangle, a parallelogram, and a trapezoid? | How can we visualize the volume of solids using non-standard units of measure? What can help us visualize the volume? | How can we visualize the volume of solids using the standard units of measure? | |||||
I. Evaluating learning | Create a problem involving the perimeter and area of the figure mentioned in the problem.
| Create/Make a problem involving the perimeter and area with corresponding answers based on the given situation.
| Find the volume of the following using non-standard unit of measurement. 1. Balls 2. Marbles
| Find the volume of each solid figure by counting the cubes. | |||||
J. Additional activities for application or remediation | Create a problem involving the perimeter and area using the following figures.
| Create 1 problem involving perimeter and area. | Find the volume of a tetra pack of juice using the following materials:
| On a grid paper, draw solids with the following volumes.
| |||||
IV. REMARKS | |||||||||
V. REFLECTION | (Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.) | ||||||||
A. No. of learners who earned 80% in the evaluation | |||||||||
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? | |||||||||
Download K12 DEPED daily lesson logs here: teachershq.com
