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    GRADES 1 to 12 DAILY LESSON LOG School: File Submitted by DepEd Club Member - depedclub.com Grade Level: IV Teacher: File Created by Sir BIENVINIDO C. CRUZ JR   Learning Area: MATHEMATICS Teaching Dates and Time: SEPTEMBER 3 - 7, 2018 (WEEK 4) Quarter: 2 ND  QUARTER I. OBJECTIVES A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions 2. Demonstrates understanding of improper fractions and mixed numbers B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations. 2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts C. Learning Competencies/Objectives Write the LC code for each. Create problems involving GCF and LCM with reasonable answers Create problems involving GCF and LCM with reasonable answers Objective: Identify proper fractions, improper fraction, and mixed number. Objective: Change improper fractions to mixed number Objective: Change mixed numbers to improper fractions II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages  TG PP. 129-131 TG PP. 129-131 TG PP. 132-135 TG PP. 135-139 TG PP. 135-139 2. Learner’s Material pages   Learner’s Materials p. 99 -101 Learner’s Materials p. 99 -101 Learner’s Materials p. 102 -104 Learner’s Materials p. 105 -107 Learner’s Materials p. 105-107 3. Textbook pages 4. Additional Material from Learning Resource (LR) Portal B. Other Learning Resources Flashcards, charts Flashcards, charts Pictures showing fractional parts Ball, flash cards (division and multiplication) Ball, flash cards (division and multiplication) IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson. Drill on solving word problems involving finding the GCF an LCM Drill on solving word problems involving finding the GCF an LCM Have a review on presenting fractions through sets, regions, etc. Conduct a review on identifying proper fractions, improper fractions, and mixed numbers through “Pass the Ball game” Refer to TG p. 136 Conduct a review on identifying proper fractions, improper fractions, and mixed numbers through “Pass the Ball game” Refer to TG p. 136 B. Establishing a purpose for the lesson Talk about the favorite collection Talk about the favorite collection How many of you go to the market with your parents? How often do you have visitors during weekends? What do you do if you have visitors? How can you entertain visitors? Infuse the value of extending help to the family in every little way. How often do you have visitors during weekends? What do you do if you have visitors? How can you entertain visitors? Infuse the value of extending help to the family in every little way. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY  C. Presenting Examples/ instances of the new lesson Present the problem to the class Jason and Anselmo are going to pack old books with 6 Mathematics books and 8 English books in a box. What will bee the smallest number of Mathematics and English books that they can pack if these are of the same number? Present the problem to the class Jason and Anselmo are going to pack old books with 6 Mathematics books and 8 English books in a box. What will bee the smallest number of Mathematics and English books that they can pack if these are of the same number? Have the pupils read and understand the situation below. One Saturday morning, Albert accompanied his mother to the market to buy ingredients for their dish. They bought ¾ kilograms of potatoes, 5/4 kg of chicken, and 1 ¾ kg of potatoes. Albert carried the ingredients in going home. Mother baked cassava cakes for her visitors. She asked Maria to slice the cakes into eights. When Maria ate once slice, she noticed that she made 23/8 cakes. How many whole cakes and slices will be served to the visitors? Mother baked cassava cakes for her visitors. She asked Maria to slice the cakes into eights. When Maria ate once slice, she noticed that she made 23/8 cakes. How many whole cakes and slices will be served to the visitors? D. Discussing new concepts and practicing new skills #1 Discuss the presentation Do Explore and Discover   on LM p.100-102 Discuss the presentation Do Explore and Discover   on LM p.100-102 Group the pupils into 5 working teams and have them perform the task Discuss the Processing the Activities  on TG p. 133 Do Performing of Activities on TG p. 137 Discuss the Processing the Activities  on TG p. 138 Do Performing of Activities on TG p. 137 Discuss the Processing the Activities  on TG p. 138 E. Discussing new concepts and practicing new skills #2 Ask the pupils to do exercises under Get Moving  pp 100 LM Ask the pupils to do exercises under Get Moving  pp 100 LM Do Reinforcing the Concept Skill in TG p. 133 Discuss Explore and Discover   on LM p.105 on LM Do Reinforcing the Concept Skill in TG p. 138 Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more Discuss Explore and Discover   on LM p.105 on LM Do Reinforcing the Concept Skill in TG p. 138 F. Developing mastery (Leads to Formative Assessment 3) For further Practice, ask the pupils to work exercises under Keep Moving  on LM p.100 For further Practice, ask the pupils to work exercises under Keep Moving  on LM p.100 Do Get Moving  pp 103 on LM Let the pupils answer exercises under Get Moving and Keep Moving pp 106  –  107 on LM Let the pupils answer exercises under Get Moving and Keep Moving pp 106  –  107 on LM G. Finding practical applications of concepts and skills in daily living For more exercises, ask the pupils to A & B under Do Apply Your Skills on p. 101 of LM For more exercises, ask the pupils to A & B under Do Apply Your Skills on p. 101 of LM Do  Apply Your Sills  p. 105 on LM Do  Apply Your Skills  p. 107 on LM Do  Apply Your Skills  p. 107 on LM H. Making generalizations and abstractions about the lesson Lead the pupils to generalize the following: How do we create problems involving GCF and LCM Lead the pupils to generalize the following: How do we create problems involving GCF and LCM What is fractions? What is improper fractions, proper fractions and mixed form? How do you rename improper fractions to mixed numbers? How do you rename improper fractions to mixed numbers? I. Evaluating learning Create problems involving GCF Create problems involving GCF Write the fractions Change the following fractions to Change the following fractions  and LCM 1.   48 cookies , and 64 cup cakes packages of cookies and cup cakes, biggest number of cookies and cup cakes in a box and LCM 1.   6 love birds, 15 doves, birds in a cage smallest number of birds 9   3 410   111   191  15/17 7 5/6 7/5 21/9 6/13 Proper Fractions Improper Fractions Mixed Numbers   mixed numbers. 1. 11  2. 17  3. 11  4. 17  5. 4  to improper fraction. 1. 8   2. 8   3. 6 710  4. 2   5. 8 1  J. Additional activities for application or remediation 6 love birds, 15 doves, birds in a cage smallest number of birds Complete the problems by making a questions: 1. Andre wants to donate 140 pieces of ballpen and 80 notebooks to the pupils of Rosario Elementary School. He wants to pack them in boxes. 2. During the home Economic class, Nena gathered 40 pieces of ampalaya and Abdul gathered 48 pieces of eggplant. They want to bundle them with the same number of each vegetable in the bundle. Write P if the given is a proper fraction, I if it is an improper fraction and M if it is a mixed number. 1. 6 8/10 2. 9/8 3. 27/15 4. 4/5 5. 9 5/8 Change the following fractions to mixed numbers. 1. 97  2. 1  3. 1  4. 1  5. 17  Fill in the box with the correct number. 1.  2 1  = 2. 8 1  3.2  = __   4. 2   5. 5    V.REMARKS VI.REFLECTION A.   No. of learners who earned 80% in the evaluation  ___ of Learners who earned 80% above  ___ of Learners who earned 80% above  ___ of Learners who earned 80% above  ___ of Learners who earned 80% above  ___ of Learners who earned 80% above B.   No. of learners who require additional activities for remediation who scored below  ___ of Learners who require additional activities for remediation  ___ of Learners who require additional activities for remediation  ___ of Learners who require additional activities for remediation  ___ of Learners who require additional activities for remediation  ___ of Learners who require additional activities for remediation  80% C.   Did the remedial lessons work? No. of learners who have caught up with the lesson  ___Yes ___No  ____ of Learners who caught up the lesson  ___Yes ___No  ____ of Learners who caught up the lesson  ___Yes ___No  ____ of Learners who caught up the lesson  ___Yes ___No  ____ of Learners who caught up the lesson  ___Yes ___No  ____ of Learners who caught up the lesson D.   No. of learners who continue to require remediation  ___ of Learners who continue to require remediation  ___ of Learners who continue to require remediation  ___ of Learners who continue to require remediation  ___ of Learners who continue to require remediation  ___ of Learners who continue to require remediation E.   Which of my teaching strategies worked well? Why did these work? Strategies used that work well:  ___ Group collaboration  ___ Games  ___ Power Point Presentation  ___ Answering preliminary activities/exercises  ___ Discussion  ___ Case Method  ___ Think-Pair-Share (TPS)  ___ Rereading of Paragraphs/ Poems/Stories  ___ Differentiated Instruction  ___ Role Playing/Drama  ___ Discovery Method  ___ Lecture Method Why?  ___ Complete IMs  ___ Availability of Materials  ___ Pupils’ eagerness to learn    ___ Group member’s Cooperation in doing their tasks Strategies used that work well:  ___ Group collaboration  ___ Games  ___ Power Point Presentation  ___ Answering preliminary activities/exercises  ___ Discussion  ___ Case Method  ___ Think-Pair-Share (TPS)  ___ Rereading of Paragraphs/ Poems/Stories  ___ Differentiated Instruction  ___ Role Playing/Drama  ___ Discovery Method  ___ Lecture Method Why?  ___ Complete IMs  ___ Availability of Materials  ___ Pupils’ eagerness to learn    ___ Group member’s  Cooperation in doing their tasks Strategies used that work well:  ___ Group collaboration  ___ Games  ___ Power Point Presentation  ___ Answering preliminary activities/exercises  ___ Discussion  ___ Case Method  ___ Think-Pair-Share (TPS)  ___ Rereading of Paragraphs/ Poems/Stories  ___ Differentiated Instruction  ___ Role Playing/Drama  ___ Discovery Method  ___ Lecture Method Why?  ___ Complete IMs  ___ Availability of Materials  ___ Pupils’ eagerness to learn    ___ Group member’s  Cooperation in doing their tasks Strategies used that work well:  ___ Group collaboration  ___ Games  ___ Power Point Presentation  ___ Answering preliminary activities/exercises  ___ Discussion  ___ Case Method  ___ Think-Pair-Share (TPS)  ___ Rereading of Paragraphs/ Poems/Stories  ___ Differentiated Instruction  ___ Role Playing/Drama  ___ Discovery Method  ___ Lecture Method Why?  ___ Complete IMs  ___ Availability of Materials  ___ Pupils’ eagerness to learn    ___ Group member’s  Cooperation in doing their tasks Strategies used that work well:  ___ Group collaboration  ___ Games  ___ Power Point Presentation  ___ Answering preliminary activities/exercises  ___ Discussion  ___ Case Method  ___ Think-Pair-Share (TPS)  ___ Rereading of Paragraphs/ Poems/Stories  ___ Differentiated Instruction  ___ Role Playing/Drama  ___ Discovery Method  ___ Lecture Method Why?  ___ Complete IMs  ___ Availability of Materials  ___ Pupils’ eagerness to learn    ___ Group member’s  Cooperation in doing their tasks F.   What difficulties did I encounter which my principal or supervisor can help me solve?  __ Bullying among pupils  __ Pupils’ behavior/attitude  __ Colorful IMs  __ Unavailable Technology Equipment (AVR/LCD)  __ Science/ Computer/ Internet Lab  __ Additional Clerical works  __ Bullying among pupils  __ Pupils’ behavior/attitude  __ Colorful IMs  __ Unavailable Technology Equipment (AVR/LCD)  __ Science/ Computer/ Internet Lab  __ Additional Clerical works  __ Bullying among pupils  __ Pupils’ behavior/atti tude  __ Colorful IMs  __ Unavailable Technology Equipment (AVR/LCD)  __ Science/ Computer/ Internet Lab  __ Additional Clerical works  __ Bullying among pupils  __ Pupils’ behavior/attitude   __ Colorful IMs  __ Unavailable Technology Equipment (AVR/LCD)  __ Science/ Computer/ Internet Lab  __ Additional Clerical works  __ Bullying among pupils  __ Pupils’ behavior/attitude   __ Colorful IMs  __ Unavailable Technology Equipment (AVR/LCD)  __ Science/ Computer/ Internet Lab  __ Additional Clerical works
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