I. Objective:: AUGUST 15, 2019 Thursday Mathematics Iv-Sc 8:40-9:30

AUGUST 15, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Identifies factors of a given number up to 100. (M4NS-IIa- 64)
Identifies the multiples of a given number up to 100. (M4NS-IIa-65)
Differentiates prime from composite numbers. (M4NS-IIb-66)
Writes a given number as a product of its prime factors. (M4NS-IIb-67)
II. Content
Prime and Composite Number.
III. Leaning Resources
A. References
1. Teachers Guide: pp. 115- 118
2. Leaners Material: pp. 86-88
B. Teaching Materials
multiplication star,100 chart . TG and LM for grade 4
IV. Instructional Procedures
A. Preliminary Activities
1. Drill
Have drill on multiplication basic facts using multiplication Star. The number at the center which is
a multiplier can be replace with other multipliers.
2. Review
Conduct a review on commutative property of multiplication.
3. Motivation
Play the game “The boat is sinking, group yourselves into_______.
How did you find the game?
What have you notices when you had to group yourselves according to a specific number in a
group?
Where there instances that all groups had equal number of members?
Were there instances when some of you were left out of any group?
What does this mean?
What important value did you realize after the game?
B. Developmental Activities
1. Presentation
Present these task to the class.
A. Give the following numbers as products. How will you know which one have more than 2
factors and those with only 2 factors?
12 18 13 24 19 7 36 29 23
B. Using the table below, write the number in the appropriate column.
Numbers with more Numbers with only 2

than 2 factors factors
2. Performing the Activities

Finding pairs of factors for each number.
12 = 1 x 12 18 = 1 x 18 13 = 1 x 13 7=1x7 29 = 1 x 29
2x6 2x9 13 / 1 = 13 7/1=7 29 / 1 = 29
3x4 3x 6 13 / 13 = 1 7/7=1 29 / 29 = 1
36 = 1 × 36 24 = 1 × 24 23 = 1 × 23 19 = 1 × 19
2 × 18 2 × 12 23 ÷ 1 = 29 19 ÷ 1 = 19
3 × 12 3×8 23 ÷ 23 = 1 19 ÷ 19 = 1
4×9 4×6
6×6
3. Discussion
What is a prime number?
What is composite number?
How do you determine whether a number is prime or composite?
4. Guided Practice
Copy and complete the table.
Number Number of factors Prime / Composite
23
31
45
57
5. Generalization
A prime factor is a number with only two factors: one and itself.
A composite number is a number with more than two factors.
The number of the factors determine whether a number is prime or composite.
6. Application
Write P if the number is prime and C if composite.
1. 23 2. 20 3. 32 4. 21 5. 29
6. 73 7. 37 8. 45 9. 64 10. 63
V. Assessment
Write P on the blank if the number is prime and C if composite.
____1. 63 _____ 6. 99
____2. 49 _____ 7. 55
____3. 37 _____ 8. 22
____4. 69 _____ 9. 34
____5. 87 _____ 10. 30
VI. Assignment
List down the factors of each number. Then write if it is prime or composite
1. 16
2. 19
3. 40
4. 32 Remarks
5. 29 5-
4-
AUGUST 16, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30
SERVES AS DISTRICT MEET SECRETARIAT

AUGUST 19, 2019
MONDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
II. Content

A. References

1. Drill
Recite the multiplication table.
2. Review
Give the following factors of the given number.
1. 18 2. 12 3. 13 4. 24 5. 19
3. Motivation
1. Presentation
Present these tasks to the class.
Display a 100 chart. Let the pupils do these steps.
a. Copy the chart in your notebook.

b. Cross off 1.
c. Cross of all multiples of 2 except 2.
d. Cross of all multiples of 3 except 3.
e. Cross of all multiples of 5 except 5.
f. Find the number that is not yet crossed off.
g. Cross off all of its multiples except the number itself.
h. Repeat the last step until there are no numbers to be crossed off.
i. Write your observation about the numbers that were crossed off.
j. Write your observation about the numbers that were not crossed off.
3. Discussion
4. Guided Practice
64
85
38
57
29
5. Generalization
6. Application
Copy in the table.
Prime Number Composite Number
41 64 90 34 54 76 87
99 19 70 60 59 43 65
45 55 75 85 22 23 77
V. Assessment
____1. 63
____2. 9
____3. 37
____4. 54
____5. 30
VI. Assignment
1. Write all prime number from 5 to 37.
2. Write the prime number between 30 to 70.
3. Write the composite number between 10 to 50.
5. Write the smallest composite number.
Remarks
5-
4-
AUGUST 20, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30
VII. Objective:
VIII. Content
IX. Leaning Resources

A. References
X. Instructional Procedures
C. Preliminary Activities
1. Drill
2. Review
1. 18 2. 12 3. 13 4. 24 5. 19
3. Motivation
D. Developmental Activities
1. Presentation
Present these tasks to the class.
Display a 100 chart. Let the pupils do these steps.
a. Copy the chart in your notebook.

b. Cross off 1.
c. Cross of all multiples of 2 except 2.
d. Cross of all multiples of 3 except 3.
e. Cross of all multiples of 5 except 5.
f. Find the number that is not yet crossed off.
g. Cross off all of its multiples except the number itself.
h. Repeat the last step until there are no numbers to be crossed off.
i. Write your observation about the numbers that were crossed off.
j. Write your observation about the numbers that were not crossed off.
3. Discussion
4. Guided Practice
64
85
38
57
29
7. Generalization
8. Application
Copy in the table.
41 64 90 34 54 76 87
99 19 70 60 59 43 65
45 55 75 85 22 23 77
XI. Assessment
____1. 63
____2. 9
____3. 37
____4. 54
____5. 30
XII. Assignment
1. Write all prime number from 5 to 37.
2. Write the prime number between 30 to 70.
5. Write the smallest composite number.
Remarks
5-
4-
AUGUST 21, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
NINOY AQUINO DAY
AUGUST 22, 2019

THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
II. Content

A. References

2. Drill
3. Review
1. 18 2. 12 3. 13 4. 24 5. 19
1. Presentation
Present these task to the class.
A. Give the following numbers as products. How will you know which one have more than 2
factors and those with only 2 factors?
12 18 13 24 19 7 36 29 23
B. Using the table below, write the number in the appropriate column.
Numbers with more Numbers with only 2

than 2 factors factors
2. Discussion
3. Guided Practice
69
37
49
54
30
4. Generalization
5. Application
Copy in the table.
41 64 90 34 54 76 87
99 19 70 60 59 43 65
45 55 75 85 22 23 77
V. Assessment
List down the factors of each number. Then, write it its prime or composite.
1. 16
2. 19
3. 40
4. 32
5. 29
VI. Assignment
Answer the following questions.
1. What is the largest 2-digit prime number?
2. What is the smallest prime number?
3. What is the largest 2-digit composite number?
4. What is the prime number immediately after 50? Remarks
5. What is the sum of all prime numbers between 10 and 30? 5-
4-
AUGUST 23, 2019
FRIDAY
MATHEMATICS IV-SC
8:40-9:30
INSTITUTIONAL CAMP
AUGUST 26, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30
NATIONAL HEROES DAY
AUGUST 27, 2019

TUESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objectives
 Writes a given number as a product of its prime factors. (M4NS-IIb-67)
 Finds the common factors and the greatest common factor (GCF) of two numbers using the
following methods: listing, prime factorization, and continuous division.
(M4NS-IIc-68.1)
II. Content
Finding the common factors and the greatest common factor (GCF).
Leaning Resources
A. References
pictures of fruits, real fruits, basket chart, activity sheets.
III. Instructional Procedure

1. Drill
Separate the fruits as a prime number and composite number using the right basket.
2 3 4 10 5 7
25 12 16 11 14 13
2. Review
Show the prime number and composite number.
2 3 5 7 11 13
What kinds of number are they?

Why these set of number are prime?
4 10 25 12 16 14
How about these set of number?

Why these set of number are composite?
3. Motivation
Show the different kinds of fruits.
Mango Apple Grapes Water melon Papaya pine Apple
What is your favourite fruit? Why?

Eating the fruits is important to our body? Why?
1. Presentation
Present using the picture of fruits or real fruits.
16 mangoes
2. Discussion
Let us count the mangoes.
How many mangoes are they?
What is the factor of 16?
What are the two numbers are multiply is the product is 16?
Show using a factor tree.
16 16
4 x 4 -----the factor 4 is prime? 2 x 8-----8 is a composite number of 16.
2 x 2 2 x 2----- are they prime? 2 x 4----4 is a composite number.
2 x 2----2 is a prime number.

So, what are the prime factors of 16?
16 = 2 x 2 x 2 x 2
3. Fixing Skills
Group I
Directions: Write the prime factor of the following, then complete the given number by
writing the missing prime factor in the box.
1. 24 2. 25 3. 18
x8 x x9
x4 x
x
Group II
Directions: Write the composite number from the given prime number to fill the box.
1. 2. 3.
x 7 x 7 x
2x x x x
2 2 2 2 2 2 3
2 x 2
Group III
Directions: Complete the given number by writing the missing prime factor in the box.
1. 40 2. 36 3. 20
x 20 6 x 6 x 10
x 10 x x x
Group IV
Directions: Write the composite number from the given prime number to fill the box.
1. 2. 3.
x x x
2 3
2 x 3 3 x 3 2 x 3 2 x
2 X X
2
4. Generalization
What did you learn about the prime factorization?
What is prime factorization?
5. Application
Directions: Complete the given number by writing the missing prime factor in the box.
1. 60 2. 100 3. 81
x 30 x 50 9 x 9
x 10 x 25 x x
x x
4. 64 5. 18
8 x 8 x9
x x 4 x
x x
IV. Evaluation
Directions: Find and encircle the correct prime factor of each number.
1. 16= A. 2 x 2 x 3 C. 2 x 2 x 2 x 3
B. 2 x 2 x 2 x 2 D. 2 x 2 x 4
2. 18= A. 2 x 3 x 3 C. 2 x 9
B. 2 x 2 x 2 x 2 D. 2 x 2 x 3
3. 12 = A. 2 x 2 x 2 x 2 C. 2 x 2 x 3
B. 2 x 2 x 2 D. 2 x 6
4. 20 = A. 2 x 2 x 10 C. 4 x 5
B. 2 x 10 D. 2 x 2 x 5
2. 24= A. 2 x 2x 2 x 3 C. 2 x 6 x 3
B. 2 x 2 x 6 D. 4 x 6
V. Assignment
Directions: Write the prime factor of the following number using the factor tree.
1. 60
2. 100
3. 72
4. 56
5. 90
AUGUST 28, 2019
WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Finds the common factors and the greatest common factor (GCF) of two numbers using the
following methods: listing, prime factorization, and continuous division.
(M4NS-IIc-68.1)
II. Content
Finding the common factors and the greatest common factor (GCF).
Leaning Resources
A. References
1. Teachers Guide: pp. 118-122
Number cards for the “Naming the baby” activity
III. Instructional Procedures

1. Drill
_____ 1.) 63 _____2.) 69 _____ 3.) 49 _____4.) 87
_____ 5.) 37 _____6.) 99
2. Review
List down the factors of each number. Then write if it is prime or composite.
1. 16 2. 19 3. 40 4. 32 5. 29
3. Motivation
Show a picture of a boy helping his brother.
1. Presentation
Present to the class.
Alvin has 12 guavas and Elorde has 18 guavas. Each of them will share the
guavas to their friends. What is the greatest number of a guavas each of their friends
get if Alvin and Elorde will give the same number of guavas?
2. Discussion
Discuss to their pupils.
Solution 1: Finding the Common Factors and Greatest Common Factor (GCF) by listing the factors
of 12 and 18.
12 = 1, 2, 3, 4, 6, and 12.
18 = 1, 2, 3, 6, 9, and 18.
Solution 2: Finding the Greatest Common Factor (GCF) of 12 and 18 by prime factorization.
Writing each number as a product of its prime factors using a factor tree.
12 18
12 = 2 x 2 x 3
18 = 2 x 3 x 3
GCF = 2 x 3 = 6
Solution 3: Finding the GCF OF 12 and 18 by continuous division.
3. Guided Practice
Write the number as a product of its prime factor using factor tree.
1. 16
2. 24
3. 30
4. 32
5. 48
4. Generalization
What is prime factorization?
 Prime factorization is the process of writing a number as a product of its prime factors.
 Common factors are factors of common two numbers.
 Greatest common factors (GCF) is the biggest factors common to two numbers.
 We find the Greatest Common Factor (GCF) of two numbers by listing method, prime
factorization, and continuous method.
5. Application
Find the GCF of the following pairs of number using the following method: Listing, Prime
factorization, and Continuous Division.
1. 12 and 16
2. 18 and 24
3. 20 and 30
4. 36 and 54
5. 16 and 24
IV. Assessment
Write each number as a product of its prime factors using the factor tree.
1) 28 4) 27
2) 40 5) 64
3) 42
V. Assignment
List down the factors of each number. Then, write if it is prime or composite. Remarks
1) 16 5-
2) 19 4-
3) 40
4) 32
5) 29
AUGUST 29, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Finds the common multiples and least common multiple (LCM) of two numbers using the following
methods: listing, prime factorization, and continuous division.
(M4NS-IIc-69.1)
II. Content
Finding the Common Multiple and Least Common Multiple. (LCM).
Leaning Resources
A. References
flash cards, manila paper, TG and LM Grade 4.

1. Drill
Identifying prime and composite numbers.
1. 18 2. 13 3. 19 4. 12 5. 24
2. Review
Find the Greatest Common Factor (GCF) of the given number pairs by listing method, prime
factorization, and continuous division.
1. 16 and 24 2. 20 and 30 3. 21 and 35
4. 32 and 40 5. 18 and 27
4. Motivation
Games: Have a game on groupings according to: (color, height, age, etc)
1. Presentation
Sheila owns a dry good store and Jakie owns a restaurant. They buy
their goods and supplies every six weeks and eight weeks respectively. If they
buy their goods in the department store this week, on what week will they buy
again and supplies at the same time?
2. Discussion
Who owns a dry goods store? Who owns a restaurant?
When des Sheila buy her goods and supplies?
What about Jakie? What does the problem ask for?
How will you solve the answer to the problem?
Can you think of ways to solve it?

Solving this problem requires finding the least common multiples of numbers.
A. By listing method
6 12 18 24 30 36 42 48 54 60 66 72 78 84 90 96
8 16 24 32 40 48 56 64 72 80 88 96 10 11 12 128
4 2 0
B.
By prime factorization
6=2x3
8=2x2x2
LCM = 2 x 2 x 2 x 3 = 24
C. By Continuous Method
6 8
4. Guided Practice
Find the Least Common Multiple of each pair of numbers.
1. 12 and 4 4. 8 and 12
2. 7 and 6 5. 9 and 8
3. 10 and 12
4. Generalization
How do you get the Least Common Multiple (LCM) of a number?
5. Application
Find the LCM of each pair of numbers using the indicated method.
1) 6 and 12 (listing method)
2) 9 and 12 (prime factorization)
3) 45 and 50 ( continuous division)
Find the LCM using any method.

4) 12 and 18
5) 24 and 36
IV. Assessment
Find the Least Common Multiple LCM using any method.
1. 6 and 12
2. 9 and 12
3. 45 and 50
4. 12 and 18
5. 24 and 36
V. Assignment
Find the LCM of the following pairs of numbers
Remarks
1. 6 and 9
5-
2. 18 and 30
4-
3. 45 and 2
4. 9 and 15
5. 30 and 40
AUGUST 30, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30
Buwan ng Wika Culminating Activity
SEPTEMBER 02, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Finds the common multiples and least common multiple (LCM) of two numbers using the following
methods: listing, prime factorization, and continuous division.
(M4NS-IIc-69.1)
II. Content
Finding the Common Multiple and Least Common Multiple. (LCM).

A. References
flash cards, manila paper, TG and LM Grade 4.
1. Drill
2. Review
1. 15 and 25 2. 8 and 12 3. 12 and 18 4. 12 and 16 5. 20 and 30
1. Presentation
Show to the class on how to solve the problem using the three following method.
A. By listing method
6 12 18 24 30 36 42 48 54 60 66 72 78 84 90 96
8 16 24 32 40 48 56 64 72 80 88 96 10 11 12 128
4 2 0
LCM
= 24
B. By Prime factorization
6 8
3 x 2 2 x 4
2 x 2
6=3x2 8=2x2x2x2
LCM = 2 x 2 x 2 x 3
LCM = 24
C. By Continuous Division
6 8
LCM = 2 x 2 x 2 x 3 = 24
2. Discussion
How do you get the Least Common Multiple of number?

1. 6 and 9 2. 8 and 18 3. 9 and 15
4. 4 and 6 5. 6 and 12
4. Guided Practice
1. 12 and 4 4. 8 and 12
2. 7 and 6 5. 9 and 8
3. 10 and 12
4. Generalization
How do you get the Least Common Multiple (LCM) of a number?
5. Application
Find the LCM of each pair of numbers using the indicated method.
1) 6 and 12 (listing method) 2. 9 and 12 (prime factorization)
3.) 45 and 50 ( continuous division)
Find the LCM using any method.
4) 12 and 18
5) 24 and 36
V. Assessment
Find the Least Common Multiple LCM using any method.
VI. Assignment
Find the LCM of the following pairs of numbers
1. 3, 4 and 6 5, 8 and 20 4, 6 and 12 6, 9 and 12 12, 18 and 24
SEPTEMBER 3, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Solves real-life problems involving GCF and LCM of 2 given numbers. (M4NS-IId-70.1)
II. Content
Solving real-life problems involving GCF and LCM of 2 given numbers.

A. References
Cards with number pairs for the drill and activity, problem written on the chart

1. Drill
A. Find the common factors and GCF of the following number pairs.
12 and 16 15 and 25 18 and 27 24 and 36 30 and 40
B. Find the common multiples and LCM of the following number pairs.
6 and 8 9 and 15 10 and 12 15 and 20 14 and 21
3. Review
4. Motivation
Show a picture of helping her mother in a flower shop. How do you show helpfulness at home?
School? Is it good to be helpful? Why?
1. Presentation
Present the problem to the class.
Divina is going to prepare bouquets of roses to a bouquet and bouquets

of daisies with 6 daisies to a bouquet. What will be the smallest number of roses
and daisies that she will need for her bouquets?
2. Discussion
What is Divina planning to do?
How many daisies does she need to prepare a bouquet of daisies?
How will you solve for the answer to each problem?

A. By listing Method
5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72
Common Multiples of 5 and 6: 30, 60………

Least Common Multiple = 30
B. By Prime Factorization
5 6
LCM = 1 x 5 x 2 x 3 = 30
5 6
LCM = 2 x 3 x 5 = 30
4. Guided Practice
4. 12 and 4 4. 8 and 12
5. 7 and 6 5. 9 and 8
6. 10 and 12
4. Generalization
How do we solve problems involving GCF and LCM of two given numbers?
5. Application
Read and solve the problem.
1. What is the smallest number of avocados that can be placed in baskets with 50 and 75
pieces?
2. Oranges and sold in boxes of 6, 8, 12, 10 How can Mario buy 60 oranges?
V. Assessment
1. Mr. Roldan’s class is composed of 28 boys and 35 girls. If he is going to make groups of girls for the
activities , what is the biggest number of children in the group if they are of the same number?
2. Darie is going to pach puto in boxes of 6 and 12 pieces. What is the smallest number of puto that she pack
using the boxes?
VI. Assignment
1. A factory is to pack pencils in boxes of 8 and 10 pieces. What is the smallest number of pencils that
can be packed using the boxes?
2. What is the largest number of pechay and cabbage plants that can be planted in a row of equal if
there are 60 pechay and 80 cabbage plants?
3. Mrs Lim has 56 cups and 64 glasses. If she will put them in trays of cups and trays of glasses with
the same number, What is the biggest number of cups or glasses that a tray will contain?
Day: __________________ Date:__________________

I. Objective:
A. Content Standards
The learners demonstrates understanding of factors and multiples and addition and subtraction of
fractions.
B. Performance Standards
The leaners is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in
mathematical problems and real life situations.
C. Learning Competency
II. Content

A. References

1. Drill
Skip counting 2, 3, 4, 5, 6, 7, 8, 9, and 10.
2. Review
Find the least Common Multiple of each pair of number.
1. 12 and 4
2. 8 and 12
3. 7 and 6
4. 9 and 8
5. 10 and 12
1. Presentation
Mang Andoy is going to put eggs in tray of 6 eggs and 12 eggs. What is
the smallest number of eggs that Mang Andoy can put using the tray?
2. Discussion
What is the smallest number of eggs that Mang Andoy can put using the tray?

6
12
Common Multiples of 5 and 6: 30, 60………

Least Common Multiple = 30
6 12
LCM =
D. By Continuous Division
6 12
LCM =
4. Guided Practice
7. 4 and 6 4. 8 and 3
8. 18 and 30 5. 9 and 15
9. 14 and 10
4. Generalization
5. Application
1. There are 16 boys and 24 girls. If they will be grouped separately in teams with th e same
number, what is the biggest number of children in a group?
pieces?
V. Assessment
3. Mr. Roldan’s class is composed of 28 boys and 35 girls. If he is going to make groups of girls for the
activities , what is the biggest number of children in the group if they are of the same number?
4. Darie is going to pach puto in boxes of 6 and 12 pieces. What is the smallest number of puto that she pack
using the boxes?
VI. Assignment
Remarks
5-
4-
Day: __________________ Date:__________________
I. Objective:
A. Content Standards
The learners demonstrates understanding of factors and multiples and addition and subtraction of
fractions.
B. Performance Standards
The leaners is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in
mathematical problems and real life situations.
C. Learning Competency
II. Content

A. References

1. Drill
Skip counting 2, 3, 4, 5, 6, 7, 8, 9, and 10.
2. Review
Find the least Common Multiple of each pair of number.
1. 6 and 4
2. 18 and 30
3. 8 and 12
4. 7 and 6
5. 9 and 8
3. Motivation
Show a picture of helping her mother in a flower shop. How do you show helpfulness at home?
School? Is it good to be helpful? Why?
1. Presentation
Elvira is going to prepare bouquets of roses and of daisies. She has 36 roses
and 24 daisies. What is the greatest number of each flower that she can use in a
bouquets have the same numbers of flowers? What is Elvira going to do with the
flowers? How many roses does she have? How many daisies?
2. Discussion
What is the greatest number of each flower that she can use in a bouquets have the same
numbers of flowers?
What is Elvira going to do with the flowers?
How many roses does she have?
How many daisies?

36 1 2 3 4 6 9 12 18 36
12 1 2 3 4 8 12 24
Common Factor: 1, 2, 3, 4, 6 and 12.

Greatest Common Factor: 12
36 12
36 = 2 x 2 x 3 x 3
12 = 2 x 2 x 2 x 3
Common Prime Factor: 2 x 2 x 3
GCF: 12
24 36
4. Guided Practice
Solve the problem.
Aira baked 60 cupcakes and 48 cookies. If she is going to pack them in boxes of cupcakes and
boxes of cookies, What is the most number of each item will the boxes contains if these are of
the same number?
4. Generalization
5. Application
1. There are 16 boys and 24 girls. If they will be grouped separately in teams with th e same
number, what is the biggest number of children in a group?
pieces?
4. Mr. Roldan’s class is composed of 28 boys and 35 girls. If he is going to make groups of girls
for the activities , what is the biggest number of children in the group if they are of the
same number?
5. Darie is going to pach puto in boxes of 6 and 12 pieces. What is the smallest number of puto
that she pack using the boxes?
V. Assessment
1. A bell ring every 15 seconds. A horn blows every 30 seconds. If Cathy heard the two sounds at 9: 00
am at what time will she hear the sound together again?
VI. Assignment
SEPTEMBER 5, 2019 Remarks

THURSDAY 5-
MATHEMATICS IV-SC 4-
8:40-9:30
No pupils. Adviser attends a seminar.
SEPTEMBER 6, 2019
FRIDAY
MATHEMATICS IV-SC
8:40-9:30
ZCBAA Dual Meet

SEPTEMBER 10, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Changes fractions to lowest term. (M4NS-IIe-81)
II. Content
Changes fractions to lowest term.
Leaning Resources
A. References
Cards with number pairs for the drill and activity, problem written on the chart, Pictures showing
fractional parts

1. Drill
Find the prime factors of the following using factor tree or continuous division.
1. 16 2. 28 3. 45 4. 64 5. 72
2. Review
Find the GCF using prime factorization, listing method, and continuous division.
1) 12 and 18
2) 16 and 48
3) 12 and 64
4) 18 and 27
5) 14 and 54
3. Motivation
Talk about doing household chores.
Who among you enjoy helping your mother do the home chores? Why do you have to help? If
you do home chores, what benefits can you get from them?
1. Presentation
Nhel is helping Edward clean the backyard. They spend 2 hours doing this every
Saturday morning.
What part of the day do thy spend cleaning the backyard? Think: 2 hours out of 24
hours in fraction, it is written as 2/24. To change 2/24 to its lowest term.
2 = 2 /2 = 1
24 24/ 2 12
2. Discussion
Ask the pupils to read and understand it. Then, ask the following questions:
Who helps Edward in cleaning the backyard?
How many hours do they spend cleaning the backyard?
How will you describe Nhel?
What does the problem ask you to find?
Instill the value of sharing a fraction of one’s time to help.
How will you solve for the answer to the problem?

Expected answer:
To change 2/24 to lowest term,
Solution: Finding the GCF of 2 and 24
a. by listing method
Factors of 2: 1,2
Factors of 24: 1,2,3,4,6,8,12,24
b. By dividing the numerator and denominator by their GCF.
2 = 2 2 = 1
24 24 2 12
c. By using prime factorization, cancellation of common prime factors, then multiplying the
remaining factors to get the answer.
2 = 1x2 = 1
24 1 x2x2x2x3 12
4. Guided Practice
Write the lowest term.
1. 9/15 4. 15/20 7. 21/42 10. 30/35
2. 4/10 5. 6/12 8. 10/16
3. 12/16 6. 14/28 9. 15/45
5. Generalization
• A fraction is in its lowest term if the numerator and the denominator have no other
common factor except 1.
• To reduce a fraction to its lowest term, divide the numerator and the denominator by their
GCF.
6. Application
Fill in the blanks with the correct numerator or denominator.
1) 3 =____ 2) 4 = ______ 3) 7 = 14 4) 6 =____
4 12 5 15 9 9 18
5) 6 = 24 6) ____ = 4 7) ____ = 15 8) 5 = 25
7 4 16 7 21 9
9. 3 =9 10. 8 = ___
7 12 48
IV. Assessment
Express each fraction to its lowest term.
1) 8 2) 9 3) 6 4) 4 5) 3
10 12 15 12 18
V. Assignment
Reduce each fraction to its lowest term.
1. 15/25 6.3/12 11. 15/18
2. 12/16 7. 9/27 12. 9/18
3. 6/12 8. 3/45 13. 12/36
4. 10/35 9. 8/48 14. 6/24
5. 8/40 10. 10/25 15/ 7/21
Remarks
5-
4-
SEPTEMBER 11, 2019
WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Visualizes addition and subtraction of similar fractions. (M4NS-IIf-82.1)
II. Content
Adding and subtracting similar fractions.
Leaning Resources
A. References
Fraction chart, Pictures showing fractional parts, flashcard.
1. Drill
Change the fraction in lowest term.
1. 10/25 3. 15/18 5. 12/36
2. 9/45 4. 6/24
2. Review
Find the sum or difference and express your answer in lowest term.
1. ¾ - 2/4 = 3. 5/7 – 3/7 = 5. 2/6 + 2/6 =
2. 8/9 + 5/9 = 4. 10/12 + 6/10 =
3. Motivation
Talk about garbage disposal and the practice of segregating biodegradable and non-
biodegradable materials.
What do you usually do with the empty plastic bottle at home?
What other things can be recycled?
Emphasize the importance of recycling, reusing, and reducing.
1. Presentation
The Supreme Pupils Government (SPG) of bussing school was able to collect 2/4 kg of
plastic bottles and ¼ kg of disposable spoons and forks for their projects Pera Mula sa
Basura. How many kilograms of items did the pupils collect in all?
How many kilograms of items did the pupils collect in all? How many
kilograms more plastic bottles than disposable spoons and forks were collected?
2. Discussion
What was the project of the SPG of Bussing School?
What recyclable items did they collect?
What does the problem ask for?
How will you solve the problem?
In subtracting similar fraction, subtract the numerator and write the difference over the common
denominator.
8/9 + 5/9 = 13/9 or 1 4/9
8/9 – 5/9 = 3/9 or 1/3
4. Guided Practice
Find the sum or difference and express in lowest term if possible.
1. 3/6 + 1/6 =
2. 7/20 + 4/20 =
3. 5/10 + 3/10 =
4. 5/6 – 3/6 =
5. 7/10 – 3/10 =
5. Generalization
How do we add or subtract similar fraction?
To add similar fraction, add the numerator, then write the sum as a fraction using the
common denominator, Reduce the answer to lowest term if possible.
To subtract similar fraction, subtract the numerator, then write the difference as a fraction
using the common denominator, Reduce the answer to lowest term if possible.
6. Application
1. 15/20 – 10/20 = 6. 4/5 – 3/5 =
2. 20/24 – 4/24 = 7. ¾ + ¼ =
3. 25/30 – 5/30 = 8. 5/8 + 2/8 =
4. 8/15 + 2/8 = 9. 2/7 + 3/7 =
5. 8/30 + 12/30 = 10. 5/6 – 3/6 =
IV. Assessment
1. 3/5 + 3/5 =
2. 9/10 - 5/10 =
3. 7/8 - 3/8 =
4. 3/7 + 5/7 =
5. 8/30 + 12/30 =
V. Assignment
Solve the following problem then, simplify the answer if possible.
1. Liza bought bibingka. She sliced it into 8 equal pieces. She ate 1/8 and Danny ate 3/8. What part of
the bibingka did they eat?
2. Luz will cook hot cake for her snack. She needs 15/20 cup of flour. Mother gave her 10/20 cup of
flour. How many more cups does she need?
3. Every Saturday, Alma spends 3/5 of an hour sweeping the yard and 2/5 of an hour cleaning the
house. What part of an hour does she spend in doing the household chores?
4. Rodel is a Grade 4 PUPIL. He lives 7/8 km from school. Bert, his classmate, lives 5/8 km from school.
Who lives farther from school? How much farther?
5. Maria bought3 kg calamansi. She used 5/7 kg to prepare calamansi juice and 2/7 k to marinade
their food. How many kilograms of calamansi were used? How many kilograms of calamansi were
not used?
Remarks
5-
4-
SEPTEMBER 12, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Visualizes subtraction of a fraction from a whole number. (M4NS-IIf-82.2)
II. Content
Visualizes subtraction of a fraction from a whole number.
Leaning Resources
A. References
1. Drill
Subtract the similar fraction.
1. 4/5 – 3/5 =
2. 4/4 – 2/4 =
3. 6/6 – 3/6 =
4. 8/8 – 3/8 =
2. Review
Name a whole number as a fraction.
1 = 2/2, 3/3, 4/4
2 = 1 2/2, 1 3/3, 1 4/4
3. Motivation
Talk about friendship with neighbors.
Who among you have friends in your neighborhood?
Have you experienced sharing what you have with your friends?
What things do you usually share with them?
How did you feel after sharing something?
1. Presentation
Ervin bought 1 meter of plastic cover for his notebook. He shared his plastic cover
with his classmate and only ¼ meter was left with him. What part of the plastic
cover did Ervin share?
2. Discussion
What did Ervin buy?
What did he do with the plastic cover?
What kind of boy is Ervin? If you were Ervin, will you do the same?

Find the answer to solve the problem.
1. Using an illustration.
1 meter = 4/4 meter.
¾ meter plastic cover shared ¼ meter plastic cover left

4/4 – ¾ = ¼
4. Guided Practice
Father bought 2 kilograms of dragon fruits. He shared 5/8 kilogram to his neighbor. How many
kilograms of the dragon fruits were left?
5/8 kg shared
2 kg = 1 8/8 kg 1 3/8 kg left

2 – 5/8 = 1 8/8 – 5/8 = 1 3/8 kilogram left
5. Generalization
To visualize subtracting a fraction from a whole number, use regions or number line.
6. Application
Visualize the subtraction of a fraction from a whole number.
1. 8/8 – 4/8 =
2. 1 – 6/8 =
3. 4/4 – 2/4 =
4. 1 – 4/6 =
5. 1 – 7/12 =
IV. Assessment
Visualize the subtraction of a fraction from a whole number.
1. 1 – 2/3 =
2. 2 – 1/5 =
3. 3 – 5/6 =
4. 2 – 3/10 =
5. 4 – ¼ =
V. Assignment
Subtract the fraction from a whole number. Remarks
1. 4 – 3/5 = 5-
2. 5 – 4/7 = 4-
3. 6 – 2/3
4. 5 – 7/8 =
5. 4 – 2/9 =
SEPTEMBER 13, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Visualize addition and subtraction of dissimilar fraction. (M4NS-IIg-82.3)
II. Content
Visualizing addition and subtraction of dissimilar fraction.
Leaning Resources
A. References

1. Drill
Subtract the similar fraction.
1. 4/5 – 3/5 = 6. 9/10 – 7/10 =
2. 4/4 – 2/4 = 7. 1 – 2/3 =
3. 9/10 + 7/10 = 8. 2 – 3/10 =
4. 8/8 – 3/8 = 9. 4 – ¼ =
5. 3/8 + 5/8 10. 4 – 2/9 =
2. Review
Find the LCM of the following number.
1. 4 and 2 3. 6 and 8 5. 3 and 9
2. 3 and 4 4. 4 and 12
3. Motivation
Show a strip similar to the ones they have.
The whole strip is considered 1 whole. If you fold it into two, how do you call a part?
1. Presentation
Problem A
Sheryl has 7/8 bibingka. She shared ¼ with her classmate. What part of the
bibingka was left?
Problem B
Anton shared 4/10 meter and 3/5 meter of bamboo with his friends for their
projects. How many meters of bamboo did Anton share in all?
2. Discussion
What is asked in the situation?
What are the given facts?
How will you answer the problem?
What is the number sentence?

Solution 1: Using a paper strip show 7/8 – ¼ = n
7/8
¼ = 2/8 5/8
¼ is equal to 2/8 5/8 bibingka was left

Solution 2: Using a paper strip show 4/10 + 3/5 = n
3/5 or 6/10
4/10 3/5 = 6 10
4/10 + 6/10 = 10/10 or 1
Aton shared 1 meter of bamboo
4. Guided Practice
Illustrate by using rectangular region, then solve.
1. ¾ + 1/3 = 4. 4/5 + ½ =
2. 2/3 – 2/5 = 5. ¾ + 2/3 =
3. ½ + 1/5 =
5. Generalization
Visualizing addition and subtraction of dissimilar fraction can be done using region and other
models.
6. Application
1. ½ - 1/6 = 2. 5/6 + 2/3 = 3. 2/3 + ¼ =
4. 5/8 + ¼ = 5. 7/9 – 1/3 =
IV. Assessment
1. 3/5 + 1/3 = 2. 4/5 + ½ = 3. 5/8 + ¼ =
4. 2/3 + 1/6 = 5. 8/10 – ¾ =
V. Assignment
Illustrate by using rectangular region, then solve. Remarks
1. 9/12 + 2/3 = 5-
2. 9/12 – 2/3 = 4-
3. 5/8 – ¼ =
4. 3/5 – 1/3 =
5. 7/9 – 2/9 =
SEPTEMBER 20, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30
Attends Red Cross Training on Bandaging and Life Safety
SEPTEMBER 23, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Perform addition and subtraction of similar and dissimilar fractions. (M4NS-IIg-83)
II. Content
Adding and subtracting dissimilar fraction.
Leaning Resources
A. References

1. Drill
Add and subtract the similar fraction.
1. ¾ + ¼ =
2. 2/5 + 1/5 =
3. 5/9 – 2/9 =
4. ¾ - ¼ =
5. 2/7 + 1/7 =
2. Review
Find the LCM or LCD of the following number.
1. 1/6 and 1/3 3. 1/8 and 2/3 5. 2/3 and 1/3
1. 2/3 and 3/4 4. 3/8 and 1/2 6. 2/5 and 1/3
3. Motivation
Would you like to add and subtract fractions without using picture or model?
1. Presentation
Marie shared ¼ slice of a cake to her friend. Her sister shared 3/8 slice of a
cake with her friends. How many slices of cake did they share altogether? Who
shared more cake? By how much?
2. Discussion
Who among you love to eat cake? How do you feel eating cakes?
What occasions do you experience eating cakes?
Do you share what you have, like cakes to others? Why?
What do you feel when others become happy because you’ve share something to them?
How much cake Marie shared with her friend? How about her sister?
How will you solve for the answer to the problem?

Solution 1 For question 1 and 2: By drawing a picture
¼ = 2/8
2/8 + 3/8 = 5/8 slice of cake shared in all.
3/8 – 2/8 = 1/8 Marie’s sister shared 1/8 more cake.

Marie and her sister shared 5/8 slices of cakes altogether.
Marie’s sister shared more by 1/8 slice of cake.
Solution 2: For changing to similar fraction.

¼ = 2/8, 2/8 + 3/8 = 5/8 where 8 is the LCD of 4 and 8.
3/8 – 2/8 = 1/8
4. Guided Practice
Add or subtract.
1. 5/8 + 1/3 = 3. 6/9 – 1/5 = 5. 6/8 – 1/3 =
2. ¾ + ½ = 4. 4/5 – ½ =
5. Generalization
How do you add or subtract dissimilar fraction?
To add or subtract dissimilar fraction.
 Look for the LCM or LCD of the following fraction.
 Change the dissimilar fractions to similar fraction.
 Add or subtract the fractions.
 Reduce the answer to lowest term if needed.
6. Application
A. Find the sum.
1. 9/20 + ¼
2. 6/9 + 2/3
3. 7/8 + 2/3
B. Find the differences.

1. 20/40 – ½
2. 8/9 -1/3
3. 5/8 – 1/3
IV. Assessment
Add and subtract the dissimilar fraction. Write in lowest term if needed.
1. 5/8 + ½
2. ¾ + 1/3
3. 6/9 + 2/3
4. 5/6 – ¼
5. 9/12 – 3/6
V. Assignment
Add and subtract the dissimilar fraction. Write in lowest term if needed.
1. 3/5 + ½
2. 9/10 – 2/5
3. 4/5 – ½
4. 2/3 + ¼
5. 8/9 – 2/3
Remarks
5-
4-
SEPTEMBER 24, 2019
TUESDAY
MATHEMATICS IV-SC
8:40-9:30
BRING PUPIL IN DISTRICT MATH CONTEST
SEPTEMBER 25, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Solves routine and non-routine problems involving addition and subtraction fractions using problem
solving strategies and tools. (M4NS-IIh-87.1)
II. Content
Solving word problem involving addition and subtraction of fraction.
Leaning Resources
A. References
2. Leaners Material: pp. 128 - 130

1. Drill
1. 3/5 + 4/15
2. 4/7 – 3/21
3. ½ + 2/3
4. ¾ + 1/3
5. 9/12 – 3/6
2. Review
Change the following dissimilar fraction to similar fraction.
1. 2/5 and ¾
2. ¾ and 5/12
3. 2/5 and 2/4
4. ¾ and 4/5
5. 4/5 and 1/3
1. Presentation
Kris baked a banana cake for her family. Her brother ate 3/10 while her
sister ate ¼ . Who ate more? How much more?
2. Discussion
Who baked a cake?
What portion of the banana cake did Kris’ brother eat?
What about her sister?
What kind of sister is Kris?
Are you going the same? Why?
What does the problem for?

Solve the problem.
3/10 – ¼ = 6/20 – 5/20 = 1/20
¼ = 5/20 and 3/10 = 6/20
4. Guided Practice
Read and solve.
1. As a form of exercises, Dr. Gladys walked 11/12 kilometer and Dr. Maricris also waliked 5/6
kilometer. Who walked farther and by how many kilometer?
2. Joseph walked 5/8 kilometer in going to school while Micheal walked 4/16 kilometer. Who
walked longer and by how many kilometer?
5. Generalization
6. Application
Read each problem carefully and then solve.
1. A vendor sliced some pizzas into eighths. After selling 57 slices, 7 slices left. How many whole
pizzas did the vendor slice?
2. The Boy Scouts spent 10/12 hour doing their daily exercises. They only used ¼ hour in hiking.
How much time did they use for other body exercises?
3. Ervin hiked 5/7 of kilometer. Jericho hiked 2/3 kilometer. Who covered a longer distance?
How much longer?
IV. Assessment
1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter long than Mitchie. How many meters
of ribbon do the girls have altogether?
2. Jeff jogged 5/6 kilometer while Jonathan jogged 7/12 kilometer. Who jogged longer? By how many
kilometer?
3. Elena shared 3/9 of her chocolate to Lilia. What part was left of Elena’s chocolate if the original size
of the chocolate is 15/18?
4. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter, and 2/3 meter? How long is the
wood put together?
5. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of carrots, and ¼ kilogram of
tomatoes. How many kilograms of vegetables did Mrs. Romero buy in all?
V. Assignment
1. Humprey rode his bicycle ½ kilometer to school, 1/5 kilometer to the store, and 2/10 kilometer
home. What is the distance traveled by Humprey?
2. Alma ran for 7/8 hour and walked for ½ hour to practice for a race. How much longer did she run
than walk?
3. Father bought a pizza. Tess ate 2/5 and Lolits ate 2/10. How much of the pizza was left?
4. Metchie used 8/9 liter of vegetable oil in fying fishball while 13/45 liter was used in preparing
kikiam. Which food item used 3/5 more vegetable oil? By how much more?
5. Samantha and Antonio bought 5 kilograms of pechay from the market. They gave 5/6 kilogram to
their aunt. How many kilograms of pechay did they bring home?
Remarks
5-
4-
SEPTEMBER 26, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Solves routine and non-routine problems involving addition and subtraction fractions using problem
solving strategies and tools. (M4NS-IIh-87.1)
II. Content

A. References

1. Drill
1. 5/8 + ½ 5. 3/5 + ½
2. ¾ + 1/3 6. 9/10 – 2/5
3. 6/9 + 2/3 7. 4/5 – ½
4. 5/6 – ¼ 8. 9/12 – 3/6
2. Review
Add and subtract the similar fraction. Then reduce in lowest term if needed.
1. 3/5 + ½
2. 5/6 + 1/3
3. 2/3 + ¼
4. 3/10 + 4/5
5. 7/8 + 1/3
1. Presentation
Marlon painted his poultry house using 5/6 liter of green paint and 2/3 liter
of yellow paint. What color of paint was used more than the other? How much
more of it was used than the other?
2. Discussion
What color of paint was used more than the other?
How much more of it was used than the other?
What is asked?
What are given facts?

Solve the problem. Draw a picture.
5/6 liter of green paint
2/3 = 4/6 1/6
5/6 - 2/3 = n
5/6 – 2/3 = 5/6 – 4/6 = 1/6
4. Guided Practice
Read and solve.
1. Mother plans to buy ½ kilogram of chicken and 2/5 kilogram of beef. Ho many kilogram of
meat does she plan to buy?
2. Marlen has 3 piecesof lace each measuring 1/7 meter, 5/15 meter, and 3/7 meter. How long
are the pieces of lace put together?
3. Rhodora has 2/8 meter of ribbon. Ellen’s ribbon is ¼ meter longer than Rhodora’s. How mny
meter of ribbon do the girls have altogether?
4. Jane has 2/3 of a pizza. Her friend Remy has 2/3 of a pizza. Who has more pizza? By how
much?
5. Rose has 2/3 cup of coconut vinegar. Her neighbor, Liza asks for 2/3 cup of vinegar. How much
vinegar was left with Rose?
5. Generalization
6. Application
1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter long than Mitchie. How many
meters of ribbon do the girls have altogether?
2. Jeff jogged 5/6 kilometer while Jonathan jogged 7/12 kilometer. Who jogged longer? By how
many kilometer?
3. Elena shared 3/9 of her chocolate to Lilia. What part was left of Elena’s chocolate if the original
size of the chocolate is 15/18?
4. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter, and 2/3 meter? How long
is the wood put together?
5. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of carrots, and ¼ kilogram of
tomatoes. How many kilograms of vegetables did Mrs. Romero buy in all?
V. Assessment
1. Arkin spent 12/15 hour doing his assignment while Amado spent ¾ hour. Who spent more time in
doing his assignment? By how much more?
2. Luis had 8/10 meter of wood for the frame that he is doing. His father gave him ¼ meter more. How
many meter of wood does he have now?
3. Angelica needs 4/5 kilogram of chicken for her recipe in EPP-HE subject. She already has 2/4
kilogram. How many more kilograms does she need?
4. Ella had a piece of ribbon. After using 3/8 meter for her headband, she had ¼ meter left. How many
meter of ribbon did she have at first?
5. Two whole cassava cakes were prepared by Aling Tess for her daughter’s birthday. She noticed that
only 4/12 of the cassava cake was left. How much was consumed by the visitors?
VI. Assignment
1. Humprey rode his bicycle ½ kilometer to school, 1/5 kilometer to the store, and 2/10 kilometer
home. What is the distance traveled by Humprey?
2. Alma ran for 7/8 hour and walked for ½ hour to practice for a race. How much longer did she run
than walk?
4. Metchie used 8/9 liter of vegetable oil in fying fishball while 13/45 liter was used in preparing
kikiam. Which food item used 3/5 more vegetable oil? By how much more?
5. Samantha and Antonio bought 5 kilograms of pechay from the market. They gave 5/6 kilogram to
their aunt. How many kilograms of pechay did they bring home?
Remarks
5-
4-
SEPTEMBER 27, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30
Attends Seminar for Technical Officials and serves in the BSP District Camp.
SEPTEMBER 30, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30
School Family Day 2019 Celebration. Serves as emcee.
OCTOBER 01, 2019

TUESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Solves routine and non-routine problems involving addition and subtraction fractions using problem solving
strategies and tools. (M4NS-IIh-87.1)
II. Content
Leaning Resources
A. References

2. Drill
5. 5/8 + ½ 5. 3/5 + ½
6. ¾ + 1/3 6. 9/10 – 2/5
7. 6/9 + 2/3 7. 4/5 – ½
8. 5/6 – ¼ 8. 9/12 – 3/6
2. Review
Add and subtract the similar fraction. Then reduce in lowest term if needed.
6. 3/5 + ½
7. 5/6 + 1/3
8. 2/3 + ¼
9. 3/10 + 4/5
10. 7/8 + 1/3
1. Presentation
Marlon painted his poultry house using 5/6 liter of green paint and 2/3 liter
of yellow paint. What color of paint was used more than the other? How much
more of it was used than the other?
2. Discussion
What color of paint was used more than the other?
How much more of it was used than the other?
What is asked?
What are given facts?

Solve the problem. Draw a picture.
5/6 liter of green paint
2/3 = 4/6 1/6

5/6 - 2/3 = n
5/6 – 2/3 = 5/6 – 4/6 = 1/6
4. Guided Practice
Read and solve.
6. Mother plans to buy ½ kilogram of chicken and 2/5 kilogram of beef. Ho many kilogram of meat does
she plan to buy?
7. Marlen has 3 piecesof lace each measuring 1/7 meter, 5/15 meter, and 3/7 meter. How long are the
pieces of lace put together?
8. Rhodora has 2/8 meter of ribbon. Ellen’s ribbon is ¼ meter longer than Rhodora’s. How mny meter of
ribbon do the girls have altogether?
9. Jane has 2/3 of a pizza. Her friend Remy has 2/3 of a pizza. Who has more pizza? By how much?
10. Rose has 2/3 cup of coconut vinegar. Her neighbor, Liza asks for 2/3 cup of vinegar. How much vinegar
was left with Rose?
5. Generalization
6. Application
6. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter long than Mitchie. How many meters of
ribbon do the girls have altogether?
7. Jeff jogged 5/6 kilometer while Jonathan jogged 7/12 kilometer. Who jogged longer? By how many
kilometer?
8. Elena shared 3/9 of her chocolate to Lilia. What part was left of Elena’s chocolate if the original size of
the chocolate is 15/18?
9. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter, and 2/3 meter? How long is the
wood put together?
10. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of carrots, and ¼ kilogram of tomatoes.
How many kilograms of vegetables did Mrs. Romero buy in all?
IV. Assessment
6. Arkin spent 12/15 hour doing his assignment while Amado spent ¾ hour. Who spent more time in doing his
assignment? By how much more?
7. Luis had 8/10 meter of wood for the frame that he is doing. His father gave him ¼ meter more. How many
meter of wood does he have now?
8. Angelica needs 4/5 kilogram of chicken for her recipe in EPP-HE subject. She already has 2/4 kilogram. How
many more kilograms does she need?
9. Ella had a piece of ribbon. After using 3/8 meter for her headband, she had ¼ meter left. How many meter of
ribbon did she have at first?
10. Two whole cassava cakes were prepared by Aling Tess for her daughter’s birthday. She noticed that only 4/12
of the cassava cake was left. How much was consumed by the visitors?
V. Assignment
6. Humprey rode his bicycle ½ kilometer to school, 1/5 kilometer to the store, and 2/10 kilometer home. What
is the distance traveled by Humprey?
7. Alma ran for 7/8 hour and walked for ½ hour to practice for a race. How much longer did she run than walk?
9. Metchie used 8/9 liter of vegetable oil in fying fishball while 13/45 liter was used in preparing kikiam. Which
food item used 3/5 more vegetable oil? By how much more?
10. Samantha and Antonio bought 5 kilograms of pechay from the market. They gave 5/6 kilogram to their aunt.
How many kilograms of pechay did they bring home?
Remarks
5-
4-
OCTOBER 02, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Creates problems (with reasonable answer) involving addition and subtraction of fraction. (M4NS-
IIh-88.1)
II. Content
Creating problems involving addition and subtraction of fraction.
Leaning Resources
A. References
Flashcard, activity card, place value chart
1. Drill
1. 5/8 + ½ 5. 3/5 + ½
2. ¾ + 1/3 6. 9/10 – 2/5
3. 6/9 + 2/3 7. 4/5 – ½
4. 5/6 – ¼ 8. 9/12 – 3/6
2. Review
Solve the problem.
Lina went to market to buy some fish. She bought 8/10 kilogram of tilapia and 4/5 kilogram
of bangus. How many kilograms of fish did she buy in all? Which fish is heavier? How many
kilogram?
1. What is asked in rhe problem?
2. What are given fact?
3. How will you solve the problem?
4. What operation to be used?
5. What is the number sentence?
6. What is the correct answer?
1. Presentation
The table below shows the number of kilograms of vegetables harvested by Cyryl and Cyrus.
Cyryl Eggplant ¾ kilogram
Cyrus String beans ¼ kilogram

2. Performing the
Activities
Group the pupils into three group
Group 1
Creates a word problem involving addition of fraction.
Group 2
Creates a word problem involving subtraction of fraction.
Group 3
Creates a word problem involving addition and subtraction of fraction.
Solution 1
Cyryl and Cyrus harvested vegetables. Cyryl harvested ¾ kg of eggplant while Cyrus harvested ¼
kg of string beans. How my kilograms of vegetables did Cyryl and Cyrus harvest in all?
Solution 2
kg of string beans. Who harvested more vegetables? By how many more kilograms?
Solution 3
kg of string beans. If they shared a total of ¾ kg of vegetables to their friends, how many
kilograms of vegetables were left with them?
4. Guided Practice
Use the data below to create a one-step word problem involving subtraction of fraction.
Name Fruit they bought Quantity Unit
1. Eric Atis ¾ Kg
2. Simon chico ¼ kg
5. Generalization
How do you create problem solving involving addition and subtraction of fraction?
6. Application
Use the data below to create a one-step word problem involving subtraction.
Name Quantity Unit Fruit they Bought
Rico ¾ Kg Banana
Alvin ¼ Kg Guava
John ¼ kg Rambutan
IV. Assessment
Use the data below to create a one-step word problem involving:
A. Addition of fraction
B. Subtraction of fraction

V. Sharon Banana ¼ Kg Assign
men t
Use Tamera Apple ¼ Kg the
Dante Lanzones ¾ Kg data
below
to create a one-step word problem involving addition and subtraction of fraction using the data below.
Name Length of wood used for the EPP Project (in meter)
Chito 2/3 m
Tony 1/6 m
Sheryl ¾m
Dannah ½m
Remarks
5-
4-
OCTOBER 03, 2019
THURSDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Creates problems (with reasonable answer) involving addition and subtraction of fraction. (M4NS-
IIh-88.1)
II. Content
Creating problems involving addition and subtraction of fraction.
Leaning Resources
A. References
Flashcard, activity card, place value chart
2. Drill
5. 5/8 + ½ 5. 3/5 + ½
6. ¾ + 1/3 6. 9/10 – 2/5
7. 6/9 + 2/3 7. 4/5 – ½
8. 5/6 – ¼ 8. 9/12 – 3/6
2. Review
Solve the problem.
Lina went to market to buy some fish. She bought 8/10 kilogram of tilapia and 4/5 kilogram
of bangus. How many kilograms of fish did she buy in all? Which fish is heavier? How many
kilogram?
7. What is asked in rhe problem?
8. What are given fact?
9. How will you solve the problem?
10. What operation to be used?
11. What is the number sentence?
12. What is the correct answer?
1. Presentation
The table below shows the number of kilograms of vegetables harvested by Cyryl and Cyrus.
Cyryl Eggplant ¾ kilogram
Cyrus String beans ¼ kilogram

2. Performing the
Activities
Group the pupils into three group
Group 1
Creates a word problem involving addition of fraction.
Group 2
Creates a word problem involving subtraction of fraction.
Group 3
Creates a word problem involving addition and subtraction of fraction.
Solution 1
kg of string beans. How my kilograms of vegetables did Cyryl and Cyrus harvest in all?
Solution 2
kg of string beans. Who harvested more vegetables? By how many more kilograms?
Solution 3
kg of string beans. If they shared a total of ¾ kg of vegetables to their friends, how many
kilograms of vegetables were left with them?
4. Guided Practice
Use the data below to create a one-step word problem involving subtraction of fraction.
3. Eric Atis ¾ Kg
4. Simon chico ¼ kg
5. Generalization
How do you create problem solving involving addition and subtraction of fraction?
6. Application
Use the data below to create a one-step word problem involving subtraction.
Name Quantity Unit Fruit they Bought
Rico ¾ Kg Banana
Alvin ¼ Kg Guava
John ¼ kg Rambutan
IV. Assessment
Use the data below to create a one-step word problem involving:
C. Addition of fraction
D. Subtraction of fraction

V. Sharon Banana ¼ Kg Assign
men t
Use Tamera Apple ¼ Kg the
Dante Lanzones ¾ Kg data
below
to create a one-step word problem involving addition and subtraction of fraction using the data below.
Name Length of wood used for the EPP Project (in meter)
Chito 2/3 m
Tony 1/6 m
Sheryl ¾m
Dannah ½m
Remarks
5-
4-
OCTOBER 04, 2019
FRIDAY
MATHEMATICS IV-SC
8:40-9:30
Celebrates Teachers Day at Don Pablo Gregorio Memorial High School.
OCTOBER 07, 2019

MONDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Visualizes decimal number using models like blocks, grids, number lines and money to show the
relationship to fractions.(M4NS-IIi-99)
II. Content
Visualizing decimal number using models like blocks, grids, number lines and money to show the
relationship to fractions.
Leaning Resources
A. References
Graphing paper, drawing of a number line, chart, activity sheets.

1. Drill
Identify the number of equal parts the whole is divided.
2. Review
Write the following unit fractions in symbols and in words.
Symbol Words
1. ______ __________________
2. _______ _________________
3. _______ _________________
4. ______ __________________
5. ______ __________________
1. Presentation
Tabern went to a bakeshop. He bought cassava pie for his snack. He sliced the pie
into four equal parts and gave 3 parts to his friends. What decimal part of the pie
was given to his friends?
What trait did Tabern show?
How will you answer the question in the problem?

Base-1: Use of block/cubes
Let the pupils group the blocks or color the blocks to visualize 0.75 the part of the pie given to
Tabern’s friends.
Base- 2: Use of grid

Let the pupils color the grid to visualize 0.75, the part of the pie given to Tabern’s friends.
Base- 3: Use the number line

Use the drawing below representing the number line.
¼ 2/4 ¾ 4/4
Base- 3: Use of money

A cassava cake was sliced four equal parts. Each slice cost Php75. Suppose the cost of the whole
cake is Php300. How will you visualize 0.75?
Cost of Cassava Amount per slice
cake Php 75.00 Php 75.00 Php 75.00 Php 75.00
3. Guided Php 300.00 Practice
Color the box to
1. 0.2
2. 0.4
3. 0.6
4. 0.7
5. 0.9
4. Generalization
How do you visualize decimal number?
How do you identify the number of equal parts of the whole unit?
5. Application
Using models, visualize the following decimal numbers.
1. 0.20
2. 0.25
3. 0.50
4. 0.75
5. 0.90
IV. Assessment
Visualize the following decimal numbers using grid.
1. 0.10
2. 0.20
3. 0.30
4. 0.40
5. 0.50
V. Assignment
A. Draw the number lines to show the following decimal number.
1. 0.3
2. 0.25
3. 0.4
4. 0.1
5. 0.2
B. Draw grid to show the following decimal number.
1. 0.6
Remarks
2. 0.9 5-
3. 0.55 4-
4. 0.75
5. 0.89
OCTOBER 08, 2019

TUESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Renames decimal number to fraction and fraction whose denominators are factors of 10 and 100
decimals. (M4NS-IIi-100)
II. Content
Renaming decimal number to fraction and fraction whose denominators are factors of 10 and 100
decimals

A. References

1. Drill
Write the following unit fractions in symbols and in words.
Symbol Words
1. _______ ______________
2. _______ ______________
3. _______ ______________
4. ______ ______________
2. Review
Draw the number lines to show the following decimal number.
1. 0.20
2. 0.50
3. 0.30
4. 0.60
5. 0.90
1. Presentation
Mrs. Paglinawan went to a nearby bakery. She bought a birthday cake with
chocolate flavor for her 9 years old daughter. When she reached home, she divided
the cake into 10 equal parts. If the children shared 0.8 part from the cake, what
fractional part of the cake was shared by the children?
What trait did Mrs. Paglinawan show?


Base-1: Using regions
0.8 Eigth-tenths 8/10
Base 2: Using number line

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
0.8 = 8/10 read and write as eight tenths.
3. Guided Practice
Rename the following decimal numbers.
1. 0.3 2. 0.07 3. 0.08 4. 0.8 5. 0.9
4. Generalization
How do you rename decimal number to fractions?
5. Application
Express the following as fraction.
1. 0.45 2. 0.04 3. 0.65 4. 0.08 5. 0.56
V. Assessment
1. 0.65
2. 0.05
3. 0.08
4. 0.7
5. 0.90
VI. Assignment
Write the following decimal numbers.
1. 0.9 Remarks
2. 0.09 5-
3. 0.19 4-
4. 0.10
5. 0.69
OCTOBER 09, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
II. Content

A. References
1. Drill
Subtract the fraction from a whole number.
1. 4 – ¾ 2. 5 – ¼ 3. 6 – 4/8 4. 3 – ½ 5. 5 – 3/5
2. Review
Visualize the following decimal number using the number line.
1. 0.9 2. 0.5 3. 0.3 4. 0.8 5. 0.6
1. Presentation
Mang Timoteo cut a bamboo pole into equal parts and made them into 10 pieces of
coin banks. He sold 0.4 of the coin banks. What fractional part of the coin banks
was sold?
How do rename a decimal number to a fraction?

Study the illustration.
whole
6 pieces were left 4 pieces were left
0.4 written and read as 4/10 or four-tenths.
3. Guided Practice
Rename the following decimal numbers to fraction.
1. 0.2
2. 0.44
3. 0.18
4. 0.08
5. 0.07
4. Generalization
How do you rename decimal number to fractions?
5. Application
Write the following as fraction.
1. 0.24
2. 0.2
3. 0.45
4. 0.98
5. 0.08
V. Assessment
1. 0.75
2. 0.65
3. 0.9
4. 0.85
5. 0.25
VI. Assignment
Write the following decimal numbers.
1. 9/10
2. 8/100
3. 4/10
4. 5/100
5. 9/100
Remarks
5-
4-
OCTOBER 10, 2019

THURSDAY
MATHEMATICS IV-SC
8:40-9:30
Attends GSIS Meeting at Ever-O Hotel
OCTOBER 11, 2019

FRIDAY
MATHEMATICS IV-SC
8:40-9:30
HOLIDAY
OCTOBER 14, 2019
MONDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
II. Content

A. References

1. Drill
Using number line, visualize the following decimal numbers.
1. 0.10 6. 0.30
2. 0.35 7. 0.55
3. 0.25 8. 0.50
4. 0.20 9. 0.40
5. 0.75 10. 0.90
2. Review
Express the following decimal numbers in fractions.
1. 0.45 6. 0.56
2. 0.2 7. 0.54
3. 0.04 8. 0.75
4. 0.64 9. 0.90
5. 0.08 10. 0.65
1. Presentation
Present the chart.
What is the equivalent of 3/10 in decimal form?

How do you rename 3/10 to decimal?
3/10---- 3 tenths---------0.3
What fractional part of the region is shaded?
How will you rename 7/10 to decimal?
How do you rename 5/100 in decimal form?

Rename the following fractions to decimal numbers.
1. 1/10 2. 4/10 3. 6/10 4. 4/5 5. ½
3. Guided Practice
1. 1/100 2. 48/100 3. 19/20 4. 16/50 5. 8/25
4. Generalization
How do you rename fraction whose decimal number are factors of 10 and 100 to decimal
number?
5. Application
Express the following as decimal number.
1. 4/10 2. 7/100 3. 25/100 4. 75/100 5. 3/5
V. Assessment
1. 5/10 2. 10/100 3. 6/10 4. 60/100 5. 90/100
VI. Assignment
Express the following as decimal number.
1. 9/20 2. 12/50 3. 18/ 25 4. 24/20 5. 3/5
Remarks
5-
4-
OCTOBER 15, 2019

TUESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objective:
Gives the place value and the value of a digit of a given number through hundredths. (M4NS-IIi-
101.1)
II. Content
Place value and the value of a digit of a given number through hundredths.

A. References

1. Drill
Rename the fraction to decimal number and words
Decimal Words
1. 2/10
2. 3/100
3. 4/10
4. 5/100
5. 6/10
2. Review
Rename the fraction to decimal number.
1. 5/10
2. 10/100
3. 6/10
4. 60/100
5. 90/100
1. Presentation
Present the chart.
Place Value Ones Decimal point Tenths Hundredths

Value 1 . 1/10 1/100
0 . 7 5
What is the first place value to the right of the decimal point?
What is the value?
What is the next place value to the right of the tenths place?
What is the value?
What is the value of the hundredths place?
What is the value?

Using the decimal 0.25.
1. What digits in the tenths place? What is the value?
2. What digits in the hundredths place? What is the value?
3. What digits in the ones place? What is the value?
3. Guided Practice
Give the place value of the underline number.
Decimal Number Place Value Value

0.52
0.26
0.29
0.18
0.72
4. Generalization
What are place value and the value of the digits after the decimal points?
In decimal the place value of the first digit after the decimal points is tenths its value is 0.1.
The next digit is hundredths and the value is 0.01.
5. Application
0.15
0.26
0.39
0.45
0.27
V. Assessment
0.56
0.65
0.75
0.85
0.95
VI. Assignment
Remarks
0.22 5-
0.76 4-
0.89
0.15
0.29
OCTOBER 16, 2019

WEDNESDAY
MATHEMATICS IV-SC
8:40-9:30
I. Objectives
Answer at least 75% of the Summative Test.
II. Subject Matter:
Summative Test
Math IV K-12 Curriculum
Test paper
III.Procedure
1. Review
2. Setting of Standard in taking the test
3. Reading and Giving Instructions
4. Test Proper
IV. Evaluation:
Evaluate Pupils Work
V. Assignment
Study for Second Quarter Test

I. Objective:: AUGUST 15, 2019 Thursday Mathematics Iv-Sc 8:40-9:30

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I. Objective:: AUGUST 15, 2019 Thursday Mathematics Iv-Sc 8:40-9:30

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AUGUST 15, 2019

Numbers with more Numbers with only 2

2. Performing the Activities

AUGUST 16, 2019

SERVES AS DISTRICT MEET SECRETARIAT

III. Leaning Resources

IV. Instructional Procedures

a. Copy the chart in your notebook.

IX. Leaning Resources

a. Copy the chart in your notebook.

AUGUST 21, 2019

NINOY AQUINO DAY

AUGUST 22, 2019

III. Leaning Resources

IV. Instructional Procedures

Numbers with more Numbers with only 2

AUGUST 26, 2019

NATIONAL HEROES DAY

AUGUST 27, 2019

III. Instructional Procedure

What kinds of number are they?

How about these set of number?

What is your favourite fruit? Why?

4 x 4 -----the factor 4 is prime? 2 x 8-----8 is a composite number of 16.

2 x 2 2 x 2----- are they prime? 2 x 4----4 is a composite number.

2 x 2----2 is a prime number.

III. Instructional Procedures

Solution 3: Finding the GCF OF 12 and 18 by continuous division.

III. Instructional Procedures

3. Performing the Activities

Find the LCM using any method.

AUGUST 30, 2019

Buwan ng Wika Culminating Activity

SEPTEMBER 02, 2019

III. Leaning Resources

3. Performing the Activities

III. Leaning Resources

IV. Instructional Procedures

Divina is going to prepare bouquets of roses to a bouquet and bouquets

3. Performing the Activities

Common Multiples of 5 and 6: 30, 60………

Day: __________________ Date:__________________

III. Leaning Resources

IV. Instructional Procedures

3. Performing the Activities

Common Multiples of 5 and 6: 30, 60………

III. Leaning Resources

IV. Instructional Procedures

3. Performing the Activities

Common Factor: 1, 2, 3, 4, 6 and 12.

SEPTEMBER 5, 2019 Remarks

No pupils. Adviser attends a seminar.

ZCBAA Dual Meet

III. Instructional Procedures

3. Performing the Activities

3. Performing the Activities

¾ meter plastic cover shared ¼ meter plastic cover left

2 kg = 1 8/8 kg 1 3/8 kg left

SEPTEMBER 13, 2019

III. Instructional Procedures

3. Performing the Activities

¼ is equal to 2/8 5/8 bibingka was left

Day: Date: