School: Grade Level: IV

GRADES 1 to 12 Teacher: 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 reasonable Visualize the volume of solid figures Visualize the volume of solid figures Visualize the volume of solid figures
OBJECTIVES(Write the LC Code for each) reasonable answers) involving answers) involving perimeter and in different situations using non- in different situations using standard in different situations using standard
perimeter and area involving area involving squares, rectangles, standard (e.g. marbles, etc.) and units units
squares, rectangles, triangles, triangles, parallelograms, and standard units M4ME-IVd-62 M4ME-IVd-62
parallelograms, and trapezoids trapezoids M4ME-IVd-62
M4ME-IVd-61 M4ME-IVd-61
II. CONTENT
Creating Problems Involving Creating Problems Involving Perimeter Visualizing the Volume of a Solid Using Visualizing the Volume of a Solid Using Visualizing the Volume of a Solid Using
Perimeter and Area and Area Non-Standard Units Standard Units 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, charts,cutouts Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts
III. PROCEDURES
A. Reviewing the previous lesson or Have a review on solving for the Have a review on solving for the Have a review on non-standard units Have a review on using non-standard Have a review on using non-standard
presenting the new lesson perimeter and area of a triangle, perimeter and area of a triangle, a and the concept of a solid. Ask pupils units, areas of plane figures, and units, areas of plane figures, and
a parallelogram, and a trapezoid. parallelogram, and a trapezoid. Let to show examples of solid figures like concept of solid dimensions. concept of solid dimensions.
Let the pupils do the following: the pupils do the following: boxes, alphabet blocks, etc.
1. 2. 1. 2.

3. 3.

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

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

3. 3.

4. pebbles
4. 4.

5. mongo seeds
5.

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

VI.REFLECTION

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

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

Which of my teaching strategies worked well? 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:
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 Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
What difficulties did I encounter which my __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
principal or supervisor can help me solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ 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 I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish to share with other __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
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 used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
used as Instructional Materials as Instructional Materials Instructional Materials Instructional Materials 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