School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC.

Grade Level: 6th Grade

DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: August- September 2022 Quarter: 1st Quarter

Fractions Decimals
Addition of Fractions and Subtraction of Fractions and Multiplication of Fractions Division of Fractions and Addition of Decimals
TOPIC:
Mixed Fractions Mixed Fractions and Mixed Fractions Mixed Fractions Subtraction of Decimals
Textbook Pages: pages 2-14 pages 16-27 pages 28-41 pages 42-60 pages 62-73
A. Content Standard: The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
B. Performance Standard: The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations.
 adds and subtracts decimals and
 adds and subtracts simple fractions and mixed numbers without or with regrouping mixed decimals through ten
thousandths without or with
 Solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem- regrouping
C. Learning
solving strategies and tools  solves 1 or more steps routine and
Competencies
 multiplies and divides simple fractions and mixed fractions non - routine problems involving
/Objectives: addition and/or subtraction of
 solves routine or non-routine problems involving multiplication without or with multiplication and/or division of fractions decimals and mixed decimals using
and mixed fractions using appropriate problem-solving strategies and tools. appropriate problem-solving
strategies and tools.
 Experiential Learning  Experiential Learning
D. Strategies  Inquiry-Guided Instruction  Inquiry-Guided Instruction
 Reflections  Reflections

 Answer Practice Exercises  Answer Practice Exercises  Answer Practice Exercises  Answer Practice Exercises  Answer Practice Exercises
(A-C) on page 15 (A-C) on page 27 (A-C) on pages 38-40 (A-C) on pages 53-53 on pages 66-67; 72-73
 EXIT TICKET SLIP  EXIT TICKET SLIP  KWL EXIT TICKET SLIP  KWL EXIT TICKET SLIP  KNOW-SHOW Chart
 What I have  What I have  What I KNOW  What I KNOW
E. Evaluation learnt? learnt?  What I WANT TO  What I WANT TO
 Want to learn  Want to learn KNOW KNOW
more about more about  What have I  What have I
 Questions I have in  Questions I have in LEARNED LEARNED
Mind Mind
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)
Checked by: ________________________________________
 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 6th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: October 2022 Quarter: 2nd Quarter

Decimals
Solving Word Problems Involving Multiplication of Decimals Solving Word Problems involving Division of Decimals Solving Word Problems involving
TOPIC: Addition of Decimals Multiplication of Decimals Division of Decimals including
Subtraction of Decimals including Money Money
Textbook Pages: pages 74-81 pages 82- 89 pages 90-100 pages 100-115 pages 116-124
A. Content Standard: The learner demonstrates understanding of the four fundamental operations involving fractions and decimals.
B. Performance Standard: The learner is able to apply the four fundamental operations involving fractions and decimals in mathematical problems and real-life situations.
 solves 1 or more steps routine and non - routine problems involving addition and/or subtraction of decimals and mixed decimals using appropriate problem-solving
strategies and tools.
 multiplies decimals and mixed decimals with factors up to 2 decimal places.
 multiplies mentally decimals up to 2 decimals places by 0.1, 0.01,10, and 100.
 solves routine and non -routine problems involving multiplication of decimals and mixed decimals including money using appropriate problem-solving strategies.
 solves multi -step problems involving multiplication and addition or subtraction of decimals, mixed decimals and whole numbers including money using appropriate
C. Learning
problem-solving strategies and tools.
Competencies
 divides: a. whole numbers by decimals up to 2 decimal places and vice versa b. decimals/mixed decimals up to 2 decimal places
/Objectives:
 divides decimals: a. up to 4 decimal places by 0.1, 0.01, and 0.001 up to 2 decimal places by 10, 100, and 1 000 mentally
 differentiates terminating from repeating, non -terminating decimal quotients.
 solves routine and non -routine problems involving division of decimals, mixed decimals, and whole numbers including money using appropriate problem-solving
strategies and tools.
 solves multi -step routine and non -routine problems involving division and any of the other operations of decimals, mixed decimals, and whole numbers including
money using appropriate problem-solving strategies and tools.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction
 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 81 Exercise page 89 Exercise page 97-98 Exercise page 114-115 Exercise page 125
 EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
E. Evaluation
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)
Checked by: ________________________________________
 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 6th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: November- December 2022 Quarter: 2nd Quarter

Ratio and Proportion Exponents

Series of Operations using
TOPIC: Ratios Proportions Percent, Rates and Bases Exponential Notation
GEMDAS
Textbook Pages: Page 134-141 Page 142-159 Page 160-179 Page 181-187 Page 188-192
A. Content Standard: The learner demonstrates understanding of order of operations, ratio and proportion, percent, exponents, and integers.
The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponents, and integers in mathematical problems and real-life
B. Performance Standard:
situations.
 expresses one value as a fraction of another given their ratio and vice versa.  describes the exponent and the base in a number expressed
 finds how many times one value is as large as another given their ratio and vice versa in exponential notation.
 defines and illustrates the meaning of ratio and proportion using concrete or pictorial models.  gives the value of numbers expressed in exponential
 defines and illustrates the meaning of ratio and proportion using concrete or pictorial models. notation.
 finds a missing term in a proportion (direct, inverse, and partitive).  gives the value of numbers expressed in exponential
 solves problems involving direct proportion, partitive proportion, and inverse proportion in notation.
C. Learning
different contexts such as distance, rate, and time using appropriate strategies and tools.  performs two or more different operations on whole
Competencies
 creates problems involving ratio and proportion, with reasonable answers. numbers with or without exponents and grouping symbols.
/Objectives:  finds the percentage or rate or percent in a given problem.
 solves routine and non-routine problems involving finding the percentage, rate and base using
appropriate strategies and tools.
 solves percent problems such as percent of increase/decrease (discounts, original price, rate of
discount, sale price, marked-up price), commission, sales tax, and simple interest.
 creates problems involving percent, with reasonable answers.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction
 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 10-141 Exercise page157 Exercise page 172-173 Exercise page 185-186 Exercise page 191-192
 EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
E. Evaluation
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)
Checked by: _______________________________________
 Checked by: _____________________________________________

School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 6th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: January 2023 Quarter: 3rd Quarter

Integers Geometry
TOPIC: Integers Operation on Integers Solid Figures Nets of Solid Figures
Textbook Pages: Page 194-199 Page 200-216 Page 217-225 Page 226-239
The learner demonstrates understanding of order of operations, ratio and The learner demonstrates understanding of solid figures.
A. Content Standard:
proportion, percent, exponents, and integers.
The learner is able to apply knowledge of order of operations, ratio and The learner is able to construct and describe the different solid figures: cube,
B. Performance
Standard: proportion, percent, exponents, and integers in mathematical problems and prism, pyramid, cylinder, cone, and sphere.
real-life situations.
 identifies real-life situations that make use of integers.  visualizes and describes the different solid figures: cube, prism, pyramid,
 describes the set of integers. cylinder, cone, and sphere.
 compares integers with other numbers such as whole numbers, fractions, and  differentiates solid figures from plane figures
decimals.  illustrates the different solid figures using various concrete and pictorial
C. Learning  represents integers on the number line models
Competencies  compares and arranges integers  identifies the faces of a solid figure
/Objectives:  describes and interprets the basic operations on integers using materials such  visualizes and describes the different solid figures: cube, prism, pyramid,
as algebra tiles, counters, chips, and cards. cylinder, cone, and sphere.
 performs the basic operations on integers.  identifies the nets of the following space figures: cube, prism, pyramid,
 solves routine and non-routine problems involving basic operations of integers cylinder, cone, and sphere using plane figures
using appropriate strategies and tools.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction
 Answer Activity Practice Exercise  Answer Activity Practice Exercise  Answer Activity Practice Exercise  Answer Activity Practice Exercise
page 199 page 213 page 224-225 page 236
 EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
E. Evaluation
 What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube
(Portal) 
 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 6th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: February 2023 Quarter: 3rd Quarter

Patterns and Algebra Measurement

TOPIC: Finding the Nth Term Algebra Speed, Distance, and Time Composite Figures Surface Areas of Solid Figures
Textbook Pages: Page 239-245 Page 246-256 Page 257-271 Page 272-281 Page 282-304
The learner demonstrates understanding of sequence in forming The learner demonstrates understanding of rate and speed, and of area and surface area of plane and
A. Content Standard:
rules, expressions and equations. solid/space figures.
The learner is able to apply knowledge of sequence, expressions, The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures
B. Performance Standard:
and equations in mathematical problems and real-life situations. in mathematical problems and real-life situations
 formulates the rule in finding the nth term using different  calculates speed, distance, and time.
strategies (looking for a pattern, guessing and checking,  solves problems involving average rate and speed.
working backwards) e.g. 4,7,13,16,…n (the nth term is 3n+1)  finds the area of composite figures formed by any two or more of the following: triangle,
 differentiates expression from equation. square, rectangle, circle, and semi-circle.
 gives the translation of real-life verbal expressions and  solves routine and non-routine problems involving area of composite figures formed by any two
equations into letters or symbols and vice versa or more of the following: triangle, square, rectangle, circle, and semi-circle
C. Learning  defines a variable in an algebraic expression and equation.  visualizes and describes surface area and names the unit of measure used for measuring the
Competencies  represents quantities in real-life situations using algebraic surface area of solid/space figures.
/Objectives: expressions and equations.  derives a formula for finding the surface area of cubes, prisms, pyramids, cylinders, cones, and
 solves routine and non-routine problems involving different spheres.
types of numerical expressions and equations such as 7+ 9  finds the surface area of cubes, prisms, pyramids, cylinders, cones, and spheres.
=___ + 6.  solves word problems involving measurement of surface area.
 creates routine and non-routine problems involving
numerical expressions and equations.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction
 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 10-141 Exercise page157 Exercise page 172-173 Exercise page 185-186 Exercise page 191-192
 EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
E. Evaluation
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTub  YouTube  YouTube  YouTube
(Portal)
 Checked by: ________________________________________

School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 6th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: March – April 2023 Quarter: 4th Quarter

Measurement
TOPIC: Volume of Solid Figures Electric and Water Meters
Textbook Pages: Page 306-321 Page 324-334
A. Content Standard: The learner demonstrates understanding of volume of solid figures and meter reading.

B. Performance Standard: The learner is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.

 determines the relationship of the volume between 70.1 a rectangular prism and a pyramid; 70.2 a cylinder and a cone; 70.3 and a
cylinder and sphere.
 derives the formula for finding the volume of cylinders, pyramids, cones, and spheres.
 finds the volume of cylinders, pyramids, cones, and spheres.
C. Learning Competencies
 solves routine and non-routine problems involving volumes of solids.
/Objectives:
 creates problems involving surface area and volume of solid/space figures, with reasonable answers.
 reads and interprets electric and water meter readings.
 solves routine and non-routine problems involving electric and water consumption.
 creates problems involving electric and water consumption, with reasonable answers.
 Experiential Learning
D. Strategies  Inquiry- Guided Instruction
 Answer Activity Practice Exercise page 321-322  Answer Activity Practice Exercise page 335-336
 EXIT SLIP  EXIT SLIP
 What I Did  What I Did
E. Evaluation  What I Learned  What I Learned
 How Can I Use It  How Can I Use It

 PPT Presentation
 PPT presentation  YouTube
F. Additional Materials from
Learning Resource (Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 6th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: March – April 2023 Quarter: 4th Quarter

Statistics and Probability

TOPIC: Data Collection and Tabulations Pie Graphs Probability of an Events
Textbook Pages: Page 342-344 Page 346-352 Page 356-367
A. Content Standard: The learner demonstrates understanding of pie graphs and experimental probability.
The learner is able to create and interpret representations of data (tables and pie graphs) and apply experimental probability in mathematical
B. Performance Standard:
problems and real-life situations.
 collects data on one or two variables using any source.
 constructs a pie graph based on a given set of data.
 interprets data presented in a pie graph.
 solves routine and non-routine problems using data presented in a pie graph.
 creates problems that can be answered using information presented in a pie graph.
 describes the meaning of probability such as 50% chance of rain and one in a million chance of winning.
C. Learning Competencies
 quantifies the phrases “most likely to happen” and “unlikely to happen”.
/Objectives:
 performs experiments and records outcomes.
 makes listings and diagrams of outcomes and tells the number of favorable outcomes and chances using these listings and diagrams.
 makes simple predictions of events based on the results of experiments.
 solves routine and non-routine problems involving experimental and theoretical probability.
 creates problems involving experimental and theoretical probability.

 Experiential Learning
D. Strategies  Inquiry- Guided Instruction
 Answer Activity Practice Exercise page 344-345  Answer Activity Practice Exercise  Answer Activity Practice Exercise
 EXIT SLIP page 353-355 page 368-369
 What I Did  EXIT SLIP  EXIT SLIP
E. Evaluation
 What I Learned  What I Did  What I Did
 How Can I Use It  What I Learned  What I Learned
 How Can I Use It  How Can I Use It
  PPT presentation  PPT presentation  PPT presentation
F. Additional Materials from
Learning Resource (Portal)  Desmos  Desmos  Desmos

Checked by: ________________________________________

School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: August – September 2022 Quarter: 1st Quarter

Number Senses
Numbers from 10, 001 to
TOPIC: Place Value and Values Comparing Numbers Ordering Numbers Rounding Numbers
100, 000
Textbook Pages: pages 2-5 pages 6-9 pages 10-13 pages 14-17 pages 18-21
A. Content Standard: The learner demonstrates understanding of whole numbers up to 100,000.
B. Performance Standard: The learner is able to recognize and represent whole numbers up to 100,000 in various forms and contexts.
 visualizes numbers up to 100 000 with emphasis on numbers 10 001 –100 000.
C. Learning  gives the place value and value of a digit in numbers up to 100 000.
Competencies  reads and writes numbers, in symbols and in words, up to hundred thousand and compare them using relation symbols
/Objectives:  rounds numbers to the nearest thousand and ten thousand.
 orders numbers up to 100 000 in increasing or decreasing order.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise pages 4-5 Exercise pages 8-9 Exercise pages 11-12 Exercise pages 16-17 Exercise pages 19-20
E. Evaluation  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: October – November 2022 Quarter: 1st Quarter

MULTIPLICATION
Routine and Non-Routine Word
Multiplication of 3-digit by 2- Estimating Product of 3-digt Mental Calculation of the Multi-step Routine and Non-routine
TOPIC: Problems involving
digit numbers by 2-digit numbers Product of 2-digit by 1-2 digits Multiplication
Word Problems

Textbook Pages: pages 23-27 pages 28-31 Pages 32-35 Pages 36-41 Pages 42-45
A. Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
B. Performance Standard: The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real -life situations.
 multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or with regrouping
 estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with reasonable results.
 multiplies mentally 2-digit by 1-to 2- digit numbers with products up to 200 and explains the strategies used.
C. Learning
 solves routine and non-routine problems involving multiplication of whole numbers including money using appropriate problem-solving strategies and
Competencies
tools.
/Objectives:
 solves multi-step routine and non-routine problems involving multiplication and addition or subtraction using appropriate problem-solving strategies
and tools.
 creates problems (with reasonable answers) involving multiplication or with addition or subtraction of whole numbers including money.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise pages 25-26 Exercise pages 29-30 Exercise pages 33-34 Exercise pages 38-40 Exercise pages 43-44
 EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
E. Evaluation  How do you feel about How do you feel about today's How do you feel about today's How do you feel about today's How do you feel about today's
today's lesson? Choose one lesson? Choose one of the lesson? Choose one of the lesson? Choose one of the lesson? Choose one of the
of the options and then options and then explain your options and then explain your options and then explain your options and then explain your
explain your choice in the choice in the space provided. choice in the space provided. choice in the space provided. choice in the space provided.
space provided.
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: November- December 2022 Quarter: 2nd Quarter

DIVISION
Mental Calculation of the Quotient
Create Word Problems Division of 3 to 4-digit by 1 to Division of 3 to 4-digit Estimate Quotients 3-4-digit
TOPIC: of 3 to 4-digit dividend by 2-Digit
involving Multiplication 2-digit number numbers by 10, 100 or 1,000 numbers by 1 to 2-digit divisor dividend by 2-digit divisors
Textbook Pages: Pages 46-50 pages 52-55 pages 56-58 pages 60-62 pages 64-67
A. Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
B. Performance Standard: The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real -life situations.
 solves routine and non -  divides 3 - to 4 -digit numbers by 1 -to 2 -digit numbers without and with remainder.
routine problems  divides mentally 2 - to 4 -digit numbers by tens or hundreds or by 1 000 without and with remainder.
C. Learning involving multiplication  estimates the quotient of 3 - to 4 -digit dividends by 1 - to 2 -digit divisors with reasonable results.
of whole numbers  solves routine and non -routine problems involving division of 3 - to 4 -digit numbers by 1 - to 2 -digit numbers including
Competencies
including money using
/Objectives: money using appropriate problem-solving strategies and tools.
appropriate problem-
solving strategies and
 performs a series of two or more operations applying Multiplication, Division, Addition, Subtraction (MDAS) correctly
tools.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise pages 48-50 Exercise pages 54 Exercise pages 57-58 Exercise pages 61-62 Exercise pages 65-66
E. Evaluation  KNOW – SHOW  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
How do you feel about today's How do you feel about today's How do you feel about today's How do you feel about today's
lesson? Choose one of the lesson? Choose one of the lesson? Choose one of the lesson? Choose one of the
options and then explain your options and then explain your options and then explain your options and then explain your
choice in the space provided. choice in the space provided. choice in the space provided. choice in the space provided.
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)
Checked by: ________________________________________

School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
 Teaching Dates: December 2022 Quarter: 2nd Quarter
DAILY LESSON LOG
DIVISION
Routine and Non-routine Word Multi-step Routine and Non-routine Create Word Problems involving
TOPIC: Series of Operation (MDAS)
Problems involving Division Word Problems Division
Textbook Pages: pages 68-71 pages 72-75 pages 76-79 pages 80-82
A. Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
B. Performance The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real -life situations.
Standard:
 solves routine and non -  divides 3 - to 4 -digit numbers by 1 -to 2 -digit numbers without and with remainder.
routine problems involving  divides mentally 2 - to 4 -digit numbers by tens or hundreds or by 1 000 without and with remainder.
C. Learning multiplication of whole  estimates the quotient of 3 - to 4 -digit dividends by 1 - to 2 -digit divisors with reasonable results.
Competencies numbers including money  solves routine and non -routine problems involving division of 3 - to 4 -digit numbers by 1 - to 2 -digit numbers
/Objectives: using appropriate problem- including money using appropriate problem-solving strategies and tools.
solving strategies and tools.  performs a series of two or more operations applying Multiplication, Division, Addition, Subtraction (MDAS)
correctly
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice Exercise  Answer Activity Practice Exercise  Answer Activity Practice Exercise  Answer Activity Practice Exercise
pages 69-71 pages 73-75 pages 77-78 pages 81-82
 EXIT TICKET SLIP  EXIT TICKET SLIP  EXIT TICKET SLIP  EXIT TICKET SLIP
E. Evaluation  What I have learnt?  What I have learnt?  What I have learnt?  What I have learnt?
 Want to learn more about  Want to learn more about  Want to learn more about  Want to learn more about
 Questions I have in Mind  Questions I have in Mind.  Questions I have in Mind.  Questions I have in Mind.

F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: January 2023 Quarter: 3rd Quarter

NUMEBR THEORY
Prime and Composite
TOPIC: Factors Multiples Greatest Common Factors Least Common Multiples
Numbers
Textbook Pages: Pages 85-89 Pages 90-93 Pages 94-97 Pages 98-101 Pages 102-105
A. Content Standard: The learner demonstrates understanding of factors and multiples.
B. Performance Standard: The learner is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and reallife situations.

 identifies factors of a given number up to 100.

 identifies the multiples of a given number up to 100
 differentiates prime from composite numbers.
C. Learning
 writes a given number as a product of its prime factors.
Competencies
 finds the common multiples and least common multiple (LCM) of two numbers using the following methods: listing, prime factorization, and continuous division.
/Objectives:
 finds the common factors and the greatest common factor (GCF) of two numbers using the following methods: listing, prime factorization, and continuous division.
 solves real-life problems involving GCF and LCM of 2 given numbers.
 creates problems with reasonable answers involving GCF and LCM of 2 given numbers.

 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise pages 88-89 Exercise pages 92-93 Exercise pages 95-96 Exercise page 101 Exercise pages 104-105
E. Evaluation
 KNOW – SHOW  KNOW – SHOW  KNOW – SHOW  KNOW- SHOW  KNOW-SHOW

F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)
Checked by: ________________________________________
 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: March 2023 Quarter: 3rd Quarter

FRACTIONS
Word Problems involving Create Word Problems
Addition and Subtraction of Subtraction of Fractions from Addition and Subtraction of
TOPIC: Addition and Subtraction of involving Addition and
Similar Fractions Whole Number Dissimilar Fractions
Fractions Subtraction of Fractions
Textbook Pages: pages 124-125 Pages 126-129 Pages 130-133 Pages 134-137 Pages 138-142
The learner demonstrates understanding of factors and multiples and addition and subtraction of fractions
A. Content Standard:
The learner demonstrates understanding of improper fractions and mixed numbers
The learner is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and reallife situations.
B. Performance Standard:
The learner is able to recognize and represent improper fractions and mixed numbers in various forms and contexts.
 visualizes addition and subtraction of similar fractions.
 visualizes subtraction of a fraction from a whole number.
C. Learning
 visualizes addition and subtraction of dissimilar fractions.
Competencies
 performs addition and subtraction of similar and dissimilar fractions.
/Objectives:
 solves routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem-solving strategies and tools.
 creates problems (with reasonable answers) involving addition and/or subtraction of fractions.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 125 Exercise page 128 Exercise pages 132-133 Exercise pages 136-137 Exercise page 139
E. Evaluation  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: March 2023 Quarter: 3rd Quarter

DECIMALS
Renaming Decimals to Comparing and Ordering
TOPIC: Modeling Decimals Reading and Writing Decimals Estimating Decimals
Fractions and Vice Versa Decimals
Textbook Pages: pages 144-149 Pages 150-153 Pages 154-159 Pages 160-163 Pages 164-172
A. Content Standard: The learner demonstrates understanding of decimals.

B. Performance Standard: The learner is able to apply knowledge of decimals in mathematical problems and reallife situations.
 visualizes decimal numbers using models like blocks, grids, number lines and money to show the relationship to fractions.
 renames decimal numbers to fractions, and fractions whose denominators are factors of 10 and 100 to decimals
C. Learning
 gives the place value and the value of a digit of a given decimal number through hundredths.
Competencies
 reads and writes decimal numbers through hundredths.
/Objectives:
 rounds decimal numbers to the nearest whole number and tenth.
 compares and arranges decimal numbers.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 148-149 Exercise page 152-153 Exercise pages 156-158 Exercise pages 162-163 Exercise page 167-168
E. Evaluation  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: April 2023 Quarter: 4th Quarter

GEOMETRY
Parallel, Intersecting and
TOPIC: Kinds of Angles Triangles and Quadrilaterals Classifications of Triangles Kinds of Quadrilaterals
Perpendicular Lines
Textbook Pages: pages 173-179 Pages 180-183 Pages 184-187 Pages 188-191 Pages 192-197
A. Content Standard: The learner demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standard: The learner is able to construct and describe parallel and perpendicular lines, angles, triangles, and quadrilaterals in designs, drawings and models.
 describes and illustrates parallel, intersecting, and perpendicular lines.
 draws perpendicular and parallel lines using a ruler and a set square.
 describes and illustrates different angles (right, acute, and obtuse) using models.
C. Learning
 describes the attributes/properties of triangles and quadrilaterals using concrete objects or models.
Competencies
 identifies and describes triangles according to sides and angles.
/Objectives:
 identifies and describes the different kinds of quadrilaterals: square, rectangle, parallelogram, trapezoid, and rhombus.
 relates triangles to quadrilaterals
 relates one quadrilateral to another quadrilateral (e.g. square to rhombus).
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 177-178 Exercise page 182 Exercise pages 186-187 Exercise pages 190-191 Exercise page 194
E. Evaluation  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
 What I Did  What I Did  What I Did  What I Did  What I Did
 What I Learned  What I Learned  What I Learned  What I Learned  What I Learned
 How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
F. Additional  PPT presentation
Materials from  YouTube  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: April 2023 Quarter: 4th Quarter

MEASUREMENT
Conversion of Square
Elapsed Time and Estimating Word Problems involving
TOPIC: Perimeter Area Centimeters to Square Meter
Elapsed Time Perimeter
and Vice Versa
Textbook Pages: Pages 211-219 Pages 220-225 Pages 226-231 Pages 232-234 Pages 236-242
A. Content Standard: The learner demonstrates understanding of the concept of time, perimeter, area, and volume.

B. Performance Standard: The learner is able to apply the concepts of time, perimeter, area, and volume to mathematical problems and real-life situations.
 finds the elapsed time in minutes and seconds.
 estimates the duration of time in minutes.
 solves problems involving elapsed time.
 visualizes the perimeter of any given plane figure in different situations
C. Learning
 measures the perimeter of any given figure using appropriate tools.
Competencies
 derives the formula for perimeter of any given figure.
/Objectives:
 finds the perimeter of triangles, squares, rectangles, parallelograms, and trapezoids.
 solves routine and non-routine problems in real-life situations involving perimeter of squares and rectangles, triangles, parallelograms, and trapezoids.
 differentiates perimeter from area.
 converts sq. cm to sq. m and vice versa.
 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise page 214-215, Exercise page 223-224 Exercise pages 228-230 Exercise pages 234 Exercise page 238-239
218  EXIT SLIP  EXIT SLIP  EXIT SLIP  EXIT SLIP
E. Evaluation
 EXIT SLIP  What I Did  What I Did  What I Did  What I Did
 What I Did  What I Learned  What I Learned  What I Learned  What I Learned
 What I Learned  How Can I Use It  How Can I Use It  How Can I Use It  How Can I Use It
 How Can I Use It
F. Additional  PPT presentation
Materials from  YouTube  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube  YouTube
(Portal)

Checked by: ________________________________________

 School: ST. FRANCIS DE ASSISI MONTESSORI SCHOOL (PLARIDEL, BULACAN) INC. Grade Level: 4th Grade
DAILY LESSON LOG Teacher: Ms. Jhallaine P. Mauricio Learning Area: Mathematics
Teaching Dates: February 2023 Quarter: 3rd Quarter

NUMBER THEORY FRACTIONS

Conversion of Improper Fraction
Word Problems involving GCF Create Word Problems Proper Fraction, Improper Conversion of Fractions into
TOPIC: to Mixed Numbers and Vice
and LCM involving GCF and LCM Fraction and Mixed Number Versa
Lowest Term
Textbook Pages: Pages 106-109 Pages 110-12 Pages 113-117 Pages 118-121 Pages 122-123
The learner demonstrates understanding of factors and multiples and addition and subtraction of fractions
A. Content Standard:
The learner demonstrates understanding of improper fractions and mixed numbers
The learner is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and reallife situations.
B. Performance Standard:
The learner is able to recognize and represent improper fractions and mixed numbers in various forms and contexts.

 solves real-life problems involving GCF and LCM of 2

C. Learning  identifies proper fractions, improper fractions, and mixed numbers.
given numbers
Competencies  changes improper fraction to mixed numbers and vice versa.
 creates problems with reasonable answers involving
/Objectives:  changes fractions to lowest forms.
GCF and LCM of 2 given numbers.

 Experiential Learning
D. Strategies
 Inquiry- Guided Instruction

 Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice  Answer Activity Practice
Exercise pages 108-109 Exercise pages 111-112 Exercise pages 116-117 Exercise page 123 Exercise pagem125
E. Evaluation
 KNOW – SHOW  KNOW – SHOW  KNOW – SHOW  KNOW- SHOW  KNOW-SHOW
F. Additional
Materials from  PPT presentation  PPT presentation  PPT presentation  PPT presentation  PPT presentation
Learning Resource  YouTube  YouTube  YouTube
(Portal)