Instructional Plan (Iplan) : Elements of The Plan Methodology

Instructional Plan (iPlan)
Name of Teacher: Mrs. Ivy A. Ompad Grade /Section: Four Simplicity

Learning Areas: Science 4 Quarter: Module No.
Competencies: Describe ways of preventing landslides
iPlan No. Date: Duration:

Key Understanding to be developed:
Learning Areas Knowledge  Describing ways of preventing landslides
Skills  Identify different ways of preventing landslides
Attitude  Make poster on how to prevent landslide
Resources Needed: Materials: Pictures of the causes of landslide, harmful effects of landslide, life safety
precautions.
Elements of the Plan Methodology
Introductory  Preparatory Activities:
Preparation Activity 1. Checking of assignments.
2. Health inspection.
 Developmental Activities:
1. Review: Have the pupils identify the causes of landslide.
2. Let them give examples with the aid of pictures.
3. Show pictures showing the harmful effects of landslides
4. Talk about the pictures. Ask: What may happen if landslide
occurs in your city? What are the hazards of landslide?
Activity  Group the pupils into 3. Ask them to list down ways of
preventing landslide to be followed by group reporting. Tell
them the activity is a contest. Group reporting time limit – 15
minutes.
 The teacher may present pictures about the topic not mentioned
during the pupils group reporting to supplement the discussion
of the topic.
Analysis  Guide the pupils in formulating the generalization.
 How do human activities affect landslide?
 What is the effect of a landslide?
 How do landslide happen?
 What are the causes of landslide?
 What are different ways to prevent landslide.
Abstraction  How can you help prevent landslide in the community?
Practice Application  Suggest ways on how to prevent landslide during these
situations.
1. You saw your younger siblings throw the waste anywhere.
2. Jake involve illegal logging in the mountain.
3. Father works in the illegal mining.
Describe ways of preventing landslide in these situations.

Assessment 1. The garbage is not properly segregated, what should you do?
2. In case you neighbor is cutting trees, what is the first thing you
should do? 3. You found out there is illegal mining in your place what
should you do?
 Make a poster showing how to prevent landslide.
Assignment
Name of Teacher: Mrs. Ivy A. Ompad Grade /Section: Four Sapphire
Learning Areas: Mathematics 4 Quarter: 1st Quarter Module No.
Competencies:
iPlan No. Date: June , 2016 Duration: 50 minutes

Learning Areas Knowledge  Compare numbers up to 100 000 using relational symbols
Skills  Writing numbers after and before a given number and between
two numbers
Attitude  Honesty
Resources Needed: Pictures, real objects

 Group yourselves according to the following
Preparation Introductory a. Color of your outfit
Activity  What color of outfit had the most number?
Activity
Thousands Hundreds Tens Ones
Analysis  What does the problem ask you to find?
Abstraction  We use symbol ≤ for less than ,≥ for greater than,

Practice Application  What number is 500 more than 34 234?
 Write ≥ , ≤ or = on the blank.
Assessment 1. 34 562 ____99 345
2. 10 000 ____ 100 000 - 90 000
 23 456 ____twenty-three hundred eighty five _____34 352
Assignment
Competencies:

Learning Areas Knowledge  Order numbers up to 100 000 in increasing or decreasing order
Skills  Writing numbers before, between and after a given number
Attitude  Cooperation
Resources Needed: Pictures, flashcards

Introductory  By using the flashcards let the pupils read the number and give
Preparation Activity the place value of a digit.
Activity  The weights of three space probes are listed in the table.
Space probe Weight in Tons
Starship 4636
Probe 4618
Quest 4652
Analysis  How did you arrange the weights from heaviest to lightest using
a number line?
Abstraction  To arrange numbers in increasing or decreasing order, compare
two numbers at a time.
Practice Application  If There is another space probe which weights 4628, where
should it be placed?
 Write the letter that describes how the group of numbers are
Assessment arranged.
1. ___ 24 567, 20 123, 22 789, 21 459
 Write each group of numbers in decreasing order. Draw a
Assignment number line for each exercise.
27 456, 27 123, 27 986, 27 451

Learning Areas: Mathematics 4 Quarter: 1 Quarter
st
Module No.
Competencies: Multiplying Numbers up to 3-digit numbers with or without regrouping
iPlan No. Date: July 4 , 2016 Duration: 50 minutes

Learning Areas Knowledge  Multiply numbers up to three digit numbers by up to 2 digits

with regrouping
Skills  Basic multiplication facts on addition and multiplication
Attitude  Show nationalism by patronizing Philippine products
Resources Needed: Flashcards, pictures, illustration

Introductory  Conduct a drill on multiplication basic facts . Using flashcards
Preparation Activity
Activity  Facts Problem. How many mango seedlings did the DENR give
to each barangay?
Analysis  How did you find the activity?
Abstraction  Multiply all the digits in the multiplicand from right to left by
each digit in the multiplier to get the first partial product.
Practice Application  Find the product using the short method.
1. 1234
X4
2. 519
X8
 Find each product.
Assessment 1. 546
X 34
2. 432
X 21
 Multiply.
Assignment 1. 765 2. 567
X 21 X 34
Competencies: Estimating the Products of 3-4 Digit Numbers

Learning Areas Knowledge  Estimate the products of 3-4 digit numbers by 2-3 digit numbers
Skills  Concept of place value
Attitude  Love for nature
Resources Needed: Cut-outs, activity sheets, pictures

Introductory  Give the product.
Preparation Activity 300 X 30
Activity  Problem. If one kaing holds 272 atises about how many atises
are there in 21 kaing?
Analysis  How will you solve for the answer to the given problem?
 How did you estimate products 3-4 digit by 2-3 digit numbers?
Abstraction  To estimate the products, round the factor to the greatest
/highest place value then multiply the rounded factors
Practice Application  Solve.
1. Will there be more or fewer zeros in the product when you
multiply 30 X 800 than you multiply 50 X 800? Explain.
 Estimate the product.
Assessment 1. 486
X35
 Estimate each product.
Assignment 1. 235
X12
Competencies: Multiplying Mentally 2-digit by 1-2 digit numbers

Learning Areas Knowledge  Multiply mentally 2 digit by 1 digit numbers with products up
to 200
Skills  Explain the strategies used on basic multiplication facts
Attitude  Show the love for environment
Resources Needed: Counters and drill cards

Introductory  Drill on multiplying 2 to 3 digit numbers by 1-2 digit numbers
Activity  How many kilograms of kalamansi can Mang Lito and his
caretaker harvest in a day?
Analysis  What is the number sentence ? 3 X 6= N
Abstraction  To multiply mentally 2 digit by 1 digit numbers with products

up to 200 follow the following steps
1. Multiply the ones
2. Multiply the tens by the ones
3. Add the two partial products
Practice Application  Solve the Apply Your Skills on p. 36 LM
 Multiply Mentally.
Assessment 1. 34 X 2
2. 27 X 3
 Multiply
Assignment 1. 74 X 2
Competencies: Solving Routine and Non Routine Problems Involving Multiplication of Whole Numbers

Learning Areas Knowledge  Solve routine and non routine word problems involving
multiplication of whole numbers including money using
appropriate problems solving
Skills  Identify the steps in solving word problems
Attitude  Dignity of labor and thriftiness
Resources Needed: Drill cards and graphing papers

Introductory  Drill on multiplying 2 digit by 2 digit numbers
Activity  Problem. Four persons can sit in a square table.

 How many persons can sit in five square tables plate to end?
Analysis  How did you find the activity
Abstraction  How do you determine the operations to be used ? Write the

number sentence.
Practice Application 

Assessment

Assignment
st
Module No.
Competencies: Solving Multi Step Routine and Non Routine Problems Involving Multiplication of Whole
Numbers

Learning Areas Knowledge  Solve routine and non routine word problems involving
multiplication of whole numbers including money using
appropriate problem solving strategies and tools
Skills  Give the steps in solving problems
Attitude  Dignity of labor and thriftiness
Resources Needed: Drill cards

Introductory  Drill on multiplying 2 digit by 2 digit numbers
Activity  Word problem. How many persons can sit in five square tables
to end?
Abstraction  Determine the operations to be used . Write the number

sentence.
Practice Application  Answer and solve the problem on LM page 42-A on Math 4
 LM page 42-B on Math 4
Assessment
 LM page 43 on Math 4
Assignment
st
Module No.
Competencies: Creating Problems Involving Multiplication and Addition or Subtraction of Whole Numbers
Including Money

Learning Areas Knowledge  Create problems involving multiplication or with addition or

subtraction of whole numbers including money
Skills  Solving multistep routine and non-routine problem involving
multiplication and addition or subtraction using appropriate
problem
Attitude  Love of work

Introductory  Conduct a review on solving routine and non routine problems
Preparation Activity involving multiplication of whole numbers using appropriate
problems solving strategies and tools
Activity  Word Problem
Abstraction  Familiarize the concept in math

Practice Application  LM page 48 on Math 4
 LM page 48 Keep Moving on Math 4
Assessment
 Apply Your Skills on LM page 48

Assignment
st
Module No.
Competencies: Dividing 3-4 digit numbers by 1-2 digit numbers without Remainder

Learning Areas Knowledge  Divide 3-4 digit numbers by 1-2 digit numbers without
remainder
Skills 
Attitude 
Resources Needed: Drill cards, chart

Introductory  Drill on division facts
Preparation Activity  Did you ever receive an invitation from your friends? What
kind of invitation did you receive? There should be story from
someone who prepared invitation cards to his friends on his
birthday celebration.
Activity  Word Problem.
1. Who celebrated his 9th birthday?
2. Who did he invite to his birthday?
3. Do you invite your friends to celebrate with you on your
birthday? Why?
Analysis  Group Activity. Give the steps in dividing
 How do you find the activity?
 How did you get the quotient of a 3 digit number divided by 1
digit number?
 Did you work cooperatively with your team?
Abstraction 

Assessment

Assignment
st
Module No.
Competencies: Dividing 3-4 digit Numbers by ten or hundreds without and with Remainder

Learning Areas Knowledge  Divide 3-4 digit numbers by 10, 100, without and with
remainder
Skills  Solve the problem
Attitude 

Introductory  Drill on flashcards.
Preparation Activity  Checking of Assignment
 Do you help your parents at home?In what ways do you help
them?
 When you see your parents faces glow when you helped them,
what did you feel?
Activity  Problem Situation.
1. What kind of a child is Kathleen?
2. Do you think her mother will be happy to see Kathleen
helped her?
3. If you Kathleen, will you also help your mother, friends,
teachers?Why?
 Work with pairs.
1. 200 ÷ 10
2. 600 ÷ 100
Analysis  How did you find the quotient? Did we have the same quotient
in the two methods used?
 Which one is easier to use? The long method? Or the short
method?
 How is the short method done?
 What pattern is being used?
 How many zeros are there in the dividend?in the divisor?
 Which of the two will be your reference when you cancel the
number of zeros to make division easier and faster?
Abstraction  How to divide numbers by 10, 100?
Practice Application  Solve the problem.
1. How many pesos are there in 32 000 centavos?
2. How many 200 ml bottles are there in a 43 000 ml can of
vinegar?
 Find the quotient.
Assessment 1. 6000 ÷ 100
2. 700 ÷ 100
3. 900 ÷ 10
 Find the quotient.
Assignment 1. 4000 ÷ 1000
2. 900 ÷ 100
st
Module No.
Competencies: Estimating the Quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with reasonable results
iPlan No. Date: August 4, 2016 Duration: 50 minutes

Learning Areas Knowledge  Estimate the quotient of 3 to 4 digit dividend by 1 to 2 digit

divisors with reasonable results
Skills 
Attitude 
Resources Needed: Drill cards, chart, activity cards

Introductory  Drill.
Preparation Activity  Checking of Assignment
 Do you love surprises? When do you feel when you see in their
faces that they like your surprises?
Activity  Problem Situation.

 What kind of son is Leomar?
 Do you also give surprises to your parents?
 Why do you want to surprise them?
 Do you also save money? Why?
 What are the given facts?
 What is asked in the problem?
 What operations are you going to use?
 Do we need the exact /actual answer in the problem?
 What words/suggests that we need only to estimate?
Analysis  How is estimation done in the solution we have in the problem?
 What was done first to the divisor and the dividend?
 What was cancelled in the rounded divisor and dividend?
 What was done next?
 Are the quotient the same or different?
 How near or far is the estimated answer to the actual one?
 What will you do if the estimated answer is too large or small
compared to the actual one?

Abstraction  How to estimate quotient?
Practice Application  Do the activity by pairs
 Find the best estimated quotient.
Assessment 1. 419 ÷6
2. 248 ÷12
 Estimate the quotient by rounding method
Assignment 1. 245 ÷4
2. 227÷11

st
Module No.
Competencies: Dividing Mentally 2 to 3 digit numbers by 1digit numbers without remainder using appropriate
strategies
Learning Areas Knowledge  Divide mentally 2 to 3 digit numbers by 1 digit numbers

without remainder using appropriate strategies
Skills 
Attitude 
Resources Needed: Drill cards, activity sheets

Introductory  Drill on basic division facts
Preparation Activity  Checking of assignment
 What do you feel when you are called to answer and you are
able to answer correctly?
 Why are you able to answer the question correctly?
 What did you do? How is being alert helped you in your life?
 Can you give a story /experience where being alert helped you
in your life?
 What is your favorite fruit?Why?
 Why are fruits important to our body? What do they do to our
body? To our health? What vitamins can we get from mangoes?
Activity  Problem.
1. Who picked the mangoes from the farm? How many
mangoes did they pick? What did they do with the
mangoes?
2. What are the given facts? What is the process to be used?
What is the correct number sentence for the word problem?
3. Can you get the quotient without using your pencil and
paper? How?
 Performing the activities
Analysis  Is dividing mentally easy? How is dividing mentally done using
basic facts? What do you do with the dividend and the divisor?
What if there are zeros in the dividend, what will you do with
it?
 In remaining the dividend , what do you do with the dividend?
Abstraction  How to divide numbers mentally?
Practice Application  Answer the exercises given with your partner.
 Divide mentally.
Assessment 1. 243÷3 =
2. 808÷4 =
 Divide mentally
Assignment 1. 974÷2=
2. 695÷5=

st
Module No.
Competencies: Solving Routine and Nonroutine Word Problems Involving Division

Learning Areas Knowledge  Solve routine and nonroutine word problems involving Division
Skills 
Attitude 
Resources Needed: Division cards, multiplication cards

Introductory  Drill on multiplication cards
Preparation Activity  Show picture of a forest. Have you been to a forest? What did
you do there? Is it necessary for us to conserve our forest?
Why?How can you help conserve our forest?
1. What is asked in the problem?
2. What are the given facts?
3. What word clue would help you to solve the problem?
4. What operation is to be used?
Analysis  Which problem is easier to solve?
 How many operations did you use to solve the problem?
 What operation is it?how did you solve it?
 What is the number sentence? What is your final answer?
Abstraction  What are the steps in solving routine and nonroutine problems?
Practice Application  Group Activity
 Solve the problem.
Assessment 1. Nila bought a buy one take-one bag. She paid php 1 256.
How much did each bag cost?
Assignment 1. Grace orders 200 flowers to be placed in 8 big vases. How
many flowers will each vase have?

st
Module No.
Competencies: Solving Multistep Routine and Nonroutine Word Problems Involving Division and Any of the
Other Operations of Whole Numbers
Learning Areas Knowledge  Solve multistep routine and non routine word problems
involving division and any of the other operations of whole
numbers
Skills 
Attitude 
Resources Needed: Division cards and multiplication cards

Introductory  Drill on multiplication cards
Preparation Activity  Did you have fun in solving word problems ? Which of the two
problems did you find challenging and exciting? Why?
1. What is the difference between the word problems we
solved?
2. How many operations did we use before we arrived at the
correct answer in problem 1?
Analysis  What will be the number sentence for problem 1?

 How will you write the number sentence?
Abstraction  What are the steps in solving multistep routine problems
involving division?

Assessment 1. The sum of two numbers is 21. The difference of the two
numbers is 3. What are the numbers?
Assignment 1. There are 222 red balls in a basket. A boy takes out 6 red
balls from it and replaces them by 12 white balls. He
continues to od so until all red balls are replaced by white
balls. Determine the number of balls put in a basket.

Competencies: Creating Problems Involving Division With or Without Any Other Operations of Whole
Numbers
iPlan No. Date: August 11 , 2016 Duration: 50 minutes

Learning Areas Knowledge  Create problems involving division without or with any other
operations of whole numbers including money with reasonable
answers
Skills 
Attitude 
Resources Needed: Charts of problems and exercises

Introductory  Multiplication Drill
Preparation Activity  Review on steps in solving a problem
 Problem.
1. What is the needed information for you to solve the first
problem?
2. What about for the second problem?
Activity  Post jumbled problem solving on the board

 Arrange the sentence to form a word problem.
 Group Activity. Divide the class in five groups. Give each
group an activity card with data to be used for creating a
problem. Then let each group post its work on the board.
Analysis  Do you agree with answer?
 How do you know that the arranged sentences formed a correct
word problem?
 What are the things a problem should have?
 Can you name them?
 How do you know that a problem has the complete
information?
 Can the problem be solved if there is a missing fact
/information?
 What are the things needed to create a complete word problem?
Abstraction  How to create a word problem?
 How to check if the created problem is correct?
 Create a problem using given data. Then solve the problem.
Assessment 1. Given : 192 collected stamps
24 stamps in an album
Asked: total number of album used______________
Problem:___________________________________
Solution and Answer:_______________________
 Create a problem using the data given. The solve the problem
Assignment

Competencies: Performing Series of Operations ( MDAS)
iPlan No. Date: August 15 , 2016 Duration: 50 minutes

Learning Areas Knowledge  Represents and explain multiplication, Division, Addition and
Subtraction (MDAS)
Skills  Perform a series of two or more operations
Attitude  Work with the group actively
Resources Needed: Flashcards of basic operations

Introductory  Drill:
Preparation Activity  Game: Giant Step Big Winner
 Review on addition
 Have you experienced being absent from school for a week
because you were sick and upon returning, you had to take a
quiz or summative test on that day? How did you feel?
Activity  Present a problem situation
 Did you get the correct answer to each item?
 Why don’t we have the same answer to some items?
 Why is your answer different from the correct answer?
 What facts are given ?
 What are the operations used in each problem?
 Which operations come first?
 Which operation will you do first?
Analysis  Did you get the correct answer to each item?
 Why don’t we have the same answer to some items?
 Why is your answer different from the correct answer?
 What facts are given ?
 What are the operations used in each problem?
 Which operations come first?
 Which operation will you do first?
Abstraction  How to operate series of operations?
Practice Application  Group Work.
 Evaluate the following expressions
Assessment 1. 4 X 3 + 8
2. 84 ÷ 3 X 4
 Answer the problem.
Assignment 1. Use the digits 5,6,7 and 8 to make the expression result to
39.

Learning Areas: Mathematics 4 Quarter: 2nd Quarter Module No.
Competencies: Prime and Composite Numbers
Factors of a Given Number up to 100
Learning Areas Knowledge  Differentiate prime from composite numbers
Skills  Identify the factors of given number up to 100
Attitude  Answer the activity correctly
Resources Needed: Drill cadrs

Introductory  Drill on multiplication basic facts
Preparation Activity  Game: The boat is sinking
Activity  Group Work.
A. Using the table . Write the numbers in the appropriate
column.
Numbers with more than 2 Numbers with only 2 factors
factors
B. Given the following numbers as products, how will you

know which ones have more than 2 factors and those with
only 2 factors?
12 18 13 24 19 7 36
Analysis  What is prime number?composite number? How do you
determine whether a number is prime or composite?
Abstraction  What is prime number?composite number? How do you
determine whether a number is prime or composite?
Practice Application  Apply your skills on page 87 LM
 Write P on the blank if the number is prime and C if composite.
Assessment 1. 63
2. 49
3. 37
4. 69
 List down the factors of each number. Then, write if it is prime
Assignment or composite.
1. 16 __________
2. 19__________
3. 40 __________
4. 32 __________
5. 29 __________

nd
Module No.
Competencies: Common Factors and the Greatest Common Factors (GCF)

Learning Areas Knowledge  Find the common factors and the greatest common factors of
two numbers using the following methods: listing, prime
factorization, and continuous division
Skills  Write a number as a product of its prime factors

Introductory  Review how to write a number as a product of its prime factors.
Preparation Activity  Game
Activity  Situation
 What does the problem ask for?
 How will you solve for the answer to the problem?
 Can you think of ways to solve it?
 Group Activity
A. By Listing Method
B. By Prime factorization
C. By Continuous Division
Analysis  How did you solve for the correct answer?
 Which multiple are common to 6 and 8?
 What is the smallest multiple common to 6 and 8?
Abstraction  How do you get the least common multiple of numbers?

Practice Application  Apply your Skills on page 95 LM
 Find the LCM of each pair of numbers using the indicated
Assessment method.
1. 6 and 12 (listing method)
2. 9 and 12 (prime factorization)
3. 45 and 50 (continuous division)
 Find the LCM of the following pairs of numbers.
Assignment 1. 9 and 15
2. 30 and 40

Competencies: Solving Real Life Problems Involving GCF and LCM of Two Given Numbers

Learning Areas Knowledge  Solve real-life problem involving GCF and LCM of two given
numbers
Skills 
Attitude 

Introductory  Drill on finding Common factors and Greatest common factors
Preparation Activity of two given numbers
 Show picture of a girl helping her mother in a flower shop.
Activity  Present Problem.
1. What is Divina planning to do?
2. How many roses will she need to prepare a bouquet of
roses?41How many daisies does she need to prepare a
bouquet of daisies?
3. How will you solve for the answer to each problem?
Analysis  Discussion on page 96 on LM Math 4
Abstraction  How do we solve problems involving GCF and LCM of two

given numbers?
Practice Application  Apply Your Skills on page 98
Assessment 1. Mr. Roldan’s class is composed of 28 boys and 35 girls. If
he is going to make groups of boys and groups of girls for
the activities. What is the biggest number of children in the
group if they are of the same number?
Assignment 1. Orange are sold in boxes of 6, 8, 10 and 12. How can Mario
buy 60 oranges?

Competencies: Creating Problems Involving GCF and LCM
iPlan No. Date: September 4, 2016 Duration: 50 minutes

Learning Areas Knowledge  Create problems involving GCF and LCM with reasonable
answers
Skills  Solve problems involving GCF and LCM
Attitude  Work with the group actively
Resources Needed: Flashcards

Introductory  Review on how to find GCF and LCM
Preparation Activity  Do you have a favorite collection?
 What do you collect for your hobby?
Activity  Present problems.
1. How will you solve the first problem? The second problem?
2. Can you create problems similar to these problems?
 Group Activity
Analysis  How did you create a problem similar to the ones given?
Abstraction  How do we create problems involving GCF and LCM?

Practice Application  Apply your skills page 101 LM Math 4
 Create a problem involving GCF and LCM for each set of
Assessment information.
1. 48 cookies 64 cupcakes packages of cookies and cupcakes
biggest number of cookies and cupcakes in a box
 Complete the problem by making a question.
Assignment 1. During the Home Economics class, Mina gathered 40 pieces
of ampalaya and Abdul gathered 48pioeces of eggplant.
They want to bundle them with the same number of each
vegetable in each bundle

nd
Module No.
Competencies: Proper Fractions, Improper Fractions, and Mixed Numbers
iPlan No. Date: September 14 , 2016 Duration: 50 minutes

Learning Areas Knowledge  Identify fractions that are less than one, equal to one, and
greater than one
Skills  Representing fractions that are less than one, equal to one, and
greater than one
Attitude  Work with group actively
Resources Needed: Pictures showing fractional parts

Introductory  Review on representing fractions through sets, regions,
Preparation Activity  How many of you go to the market with your parents? What do
you buy from the market? Why do you have to go to the market
with your parents?
Activity  Problem situation.
1. What ingredients did Albert and his mother buy?
2. What do you think is albert’s mother going to cook?
3. What kind of a boy is Albert?
4. Will you do the same to your mother?
 Group Activity
Analysis  What can you say about the first fractions? Can you give other
examples?
 What can you say about the second fraction? Can you give other
examples?
 What is mixed numbers?
Abstraction  What is Proper Fractions? Improper Fractions? Mixed
Numbers?
Practice Application  Keep Moving in page 103 of LM Math 4
 Write P if the given is proper fractions, I if it is an improper
Assessment fractions, and M if it is a mixed numbers.
1. 9/8 ___________-
2. 6 8/10 ________
3. 4/8 __________
 Get moving in page 104 LM Math 4
Assignment

Competencies: Changing Improper Fractions to Mixed Numbers
iPlan No. Date: September 15 , 2016 Duration: 50 minutes

Learning Areas Knowledge  Change improper fractions to mixed numbers and vice versa
Skills  Solve the problem involving changing improper fractions to

mixed numbers
Resources Needed: Ball, flashcards

Introductory  How often do you have visitors during weekends? What do you
Preparation Activity do if you have visitors? How can you entertain the visitors?
1. What did mother bake for her visitors?
2. How many slices of cakes did mother request Maria to
prepare?
3. How many eights did Maria make out of the cassava cakes?
4. What does the problem ask for?
5. How will you solve the problem?
 Group activity
Analysis  Performing the Activities
1. By drawing regions
2. By multiplying the denominator by the whole number and
adding the numerator to the product
Abstraction  How to change improper fractions to mixed numbers?

Practice Application  Apply Your Skills on page 107 LM Math 4
 Change the improper fractions to mixed numbers
Assessment 1. 13/2
2. 12/12
3. 8 5/8
 Answer.
Assignment 1. How many thirds are there in 24/6?
2. 39/10 is equal to how many tenths?

Learning Areas: Mathematics 4 Quarter: 3rd Grading Module No.
Competencies: Fractions
iPlan No. Date: December 12, 2014 Duration: 60 minutes

Learning Areas Knowledge  Identify fractions involving regions, sets and number lines
Skills  Illustrate fractions correctly
Attitude  Show enjoyment in one’s work
Resources Needed: PELC, Chart, flashcards, counters,

 Identify the following shapes ( circles, triangles. Rectangle)
Preparation  Draw some lines on the shapes.
Introductory
Activity
Activity  Group Activity.
A. How many parts are the shapes divided?
Presentation B. Shade 3 parts of the circle
C. Set of flowers
 What part of the set of flowers do the flowers with leaves
represent?
Analysis  What fraction of all the balls are the following?
1. Big and white
2. Outside the box
3. Inside the box
4. Small and inside the box
Abstraction  What is a fraction?
 How will you represent a fraction?
Practice Application  Answer

1. There were 12 kinds of fruits inside Karen’s basket. Five are
mangoes. What fraction of the fruits were not mangoes?
 Solve.
Assessment 1. A kindergarten teacher has 12 balls in a box. Four of the balls
are red. There are 3 blue and the rest are green. What fraction of
the balls are
A. Red?
B. Blue?
C. Green?
 Draw a picture to illustrate each of the following fractions.
Assignment 1. 3 2. 25
10 100

Competencies: Proper/Improper/mixed Fractions

Learning Areas Knowledge  Identify proper/improper/mixed fractions from a given set of

fractions including those with denominators of 10 and 100
Skills  Illustrate proper, improper, mixed fractions
Attitude  Show carefulness in handling sharp materials
Resources Needed: PELC, Chart, flashcards, counters,

 The pupils will give the fraction for the shaded part in each
Preparation picture.
 Fractional numbers.
1. Is the numerator greater than the denominator?
Introductory
Activity
A- Study the number line
Presentation B- Show fraction pies
C- Make comparison
Analysis  Compare the given fractions with respect to their numerators
and denominators
 Show proper fraction, improper fraction, mixed fraction
1. How many halves do we have?
2. How many wholes do we have?
3. How many halves more?
Abstraction  How do proper, improper, and mixed numbers differ from each
other?
Practice Application  Copy the weight of each item she bought and write opposite it
what kind of fraction it is.
1. Yaya Lucing bought 3/4 kg of brown sugar and 3/2 kg. of
flour. She also bought 1 1/2 kg of bananas.
 Draw, shade and illustrate objects showing these fractions. Then

Assessment identify if they are proper, improper or mixed.
1. 5/2 2. 6/15 3. 5 ¾
 Write whether each of the fractions below is a proper, improper,
Assignment or mixed number.
1. 30 2. 25
10 100

Competencies: Similar/Dissimilar Fractions
iPlan No. Date: January 6, 2015 Duration: 60 minutes

Learning Areas Knowledge  Identify similar and dissimilar fractions from a given set of
fractions
Skills  Illustrate similar and dissimilar fractions through diagrams
Attitude  Work cooperatively in group activities
Resources Needed: PELC, Chart, diagrams

 Identify and write whether each of the following is a proper
Preparation fraction, an improper or a mixed number.
Introductory
Activity
A. Ask the pupils the number of circles, triangles, and squares.
Presentation Write fraction to tell what part of the whole set are circles,
triangles and squares. What do these fractions have in
common? What kind of fractions are these?
Analysis  Discussion on the difference between similar and dissimilar
fractions and give examples.
Abstraction  What are similar fractions? What are dissimilar fractions?
Practice Application  Answer. Alice spent 2/3 of an hour cleaning the yard and
burning the dried leaves of trees. Write 2 other fractions that are
similar to 2/3.
 Illustrate the following through diagrams, the n identify whether

Assessment the fractions are similar fractions or dissimilar fractions.
1. 4/10, 6/10, 3/10
 Choose from the fractions below, the sets of dissimilar

Assignment fractions.
1. 30, 25 2. 4, 10
10 100 8 8
Competencies: Ordering Similar Fractions

fractions

 Tell whether the fractions are similar, dissimilar, mixed or
Preparation improper fractions
 Short Story
Introductory
Activity
A. Representing fractions through regions
Presentation B. Representing fractions through a number line
C. Using symbols
D.
Analysis  Identify the fractions corresponding to the shaded parts. Order
them from least to greatest, then from greatest to least
1. 4/4, 1/4/, 7/4 2. 12/20, 10/20, 3/20
Abstraction  How do we order similar fractions?
Practice Application  Read the problem then answer the questions.

1. Chris sold 8/15 kl of calamansi, Roy sold 4/15 kl. Robert 6/15
kl and Vin 11/15 kl.
a. Who sold the least number of calamansi?
b. Who sold the most number of calamansi?
c. Order the fractions from greatest to least
 Order each set of fractions from the greatest to least.
Assessment 1. 14/10, 26/10, 33/10
 Arrange from least to greatest.

Assignment 1. 49 , 30, 25 2. 4, 10, 7
100 100 100 8 8 8
Competencies: Improper Fraction to Mixed Forms vice versa

Learning Areas Knowledge  Change improper fractions to mixed forms
Skills  Illustrate how to change improper fractions to mixed forms
Attitude  Show cooperation in group activities
Resources Needed: PELC, Chart, fraction strips

 Review: Identifying improper fractions and proper fractions and
Preparation mixed forms
 Have you experienced wearing a gown? In what occasion did
you wear it?
Introductory
Activity
Activity  Group Activity. Show the illustration and discuss the steps to
solve the problem using the given illustration.
Presentation  Using the story problem.
Analysis  Change the following to mixed form
 Give the improper fraction and mixed form for each.
 Change to mixed form.
Abstraction  How do we change improper fractions to mixed forms?

 How do we change mixed forms to improper fractions?
Practice Application  Read and solve the problem.

1. Rex has 8/3 litres of gasoline. What is the mixed form of 8/3?
 Write the improper fractions and the mixed number that name
Assessment the figure.
 Change each mixed number to improper fractions
1. 13 ½ 2. 7 5/6
 Find the missing number.

Assignment 1. 2 1/3 = ___/3

Competencies: Adding Similar Fractions

Learning Areas Knowledge  Add similar fractions
Skills  Compute for the sum correctly
Attitude  Help in household chores

 Drill. Identify similar fractions from each set of fractions.
Preparation  Review. Express fractions in lowest terms.
 Story Problem
Introductory
Activity
Activity  Use a paper plate cut into fourths to represent a rice cake. Have
one pupil take ¼ of the rice cake. Have another pupil remove
Presentation 2/4 of it. What part of the rice cake was taken?
a. Show addition fractions.
1. How many parts were taken by the pupils?
2. What did you do to get the answer?
 Read the word problem and solve.
Analysis  Complete the mathematical sentence. Express the answers in
lowest terms.
 Write the missing fractions to complete each equation.
 Copy and complete each magic square. The sum in each column
and each row is the same.
Abstraction  How do you add similar fractions?
Practice Application  Solve. Katrina spent 2/4 of an hour sweeping the yard and ¼ of
an hour watering the plants. How long did she work?
 Find the sum.
Assessment 1. 1/9 + 2/9 + 4/9

Assignment 1. What is the sum of 6/20 + 2/20 + 4/20

Learning Areas: Mathematics 4 Quarter: 3 Grading
rd
Module No.
Competencies: Word Problems Involving Addition of Similar Fractions without Regrouping
iPlan No. Date: February 2, 2015 Duration: 60 minutes
Learning Areas Knowledge  Solve word problems involving addition of similar fractions
without regrouping
Skills  Make illustration in solving word problems
Attitude  Show cooperation in solving word problems
Resources Needed: PELC, Chart, fraction bars

 Oral Drill
Preparation  Addition of similar fractions using flashcards
 Is it important to join in your school activities? Why? How do
you feel when joining school activities like field trip?
Introductory
Activity
Activity  Present a problem
 What will you do to solve the problem?
Presentation  Finish the illustration given by shading the needed part then
find the answer.
Analysis  What are given in the problem?
 What operation will you use? Why?
 What is the number sentence?
Abstraction  How do we solve word problems?
Practice Application  Read and solve problem.

1. Charisse spent 4/10 of an hour sweeping the yard and 3/10
of an hour watering the plants. How long did she work?
Assessment 1. Bernard bought 3/9 kg of peanuts in the morning and 2/9 kg
of cashew nuts in the afternoon. How many kg of nuts did
he buy?
 Read and solve.
Assignment 1. Marco is working on his science project. He spent 3/12
of an hour in the morning , 2/12 on n hour in the
afternoon and 4/12 of an hour in the evening. How much
time did Marco spend on his project?

Learning Areas: Mathematics 4 Quarter: 3 Grading
rd
Module No.
Competencies: Word Problems Involving Subtraction of Similar Fractions without Regrouping

Learning Areas Knowledge  Solve word problems involving subtraction of similar fractions
without regrouping
Skills  Follow directions in solving word problems
Attitude  Show cooperation in solving word problems

 Oral Drill
Preparation  Conduct a contest on finding the difference. Subtract across and
down
 Is it important to follow direction correctly? Why? Let us see if
you can follow some directions in order to solve a problem.
Introductory
Activity
Activity  Present a problem
 What will you do to solve the problem?
Presentation  Group activities
1. Write the word problems on pieces of paper cut in
rectangular form. Post them on a piece of manila paper cut
into a house shape, hiding the written problems. Ask each
group to pick up one problem and cooperatively work on it
following the steps in problem solving. Have one member
explain their answers.
Analysis  What are given in the problem?
 What operation will you use? Why?
 What is the number sentence?
Abstraction  How do we solve word problems?

1. The girls used ¾ kilogram of cabbage and 2/4 kilogram
of lettuce in their cooking class. How many more
kilogram of cabbage than lettuce was used?
Assessment 1. Aling Mila bought ¾ kilogram of grapes. She gave 2/4
kilogram to her mother. How many kilogram of grapes was left
to her?
 Read and solve.
Assignment 1. Roel and Mario removed weeds from their lawn. Roel finished
weeding ¼ of the lawn while Mario finished 2/4 . what part of
the lawn was left unweeded?

Competencies: Similar/Dissimilar Fractions

fractions

 Identify and write whether each of the following is a proper
Preparation fraction, an improper or a mixed number.
Introductory
Activity
B. Ask the pupils the number of circles, triangles, and squares.
Presentation Write fraction to tell what part of the whole set are circles,
triangles and squares. What do these fractions have in
common? What kind of fractions are these?
Analysis  Discussion on the difference between similar and dissimilar
fractions and give examples.
Abstraction  What are similar fractions? What are dissimilar fractions?
Practice Application  Answer. Alice spent 2/3 of an hour cleaning the yard and
burning the dried leaves of trees. Write 2 other fractions that are
similar to 2/3.
 Illustrate the following through diagrams, the n identify whether

Assessment the fractions are similar fractions or dissimilar fractions.
2. 4/10, 6/10, 3/10
 Choose from the fractions below, the sets of dissimilar

Assignment fractions.
2. 30, 25 2. 4, 10
10 100 8 8

Competencies: Multiplication of Fractions

Learning Areas Knowledge  Visualize multiplication of fractions
Skills  Illustrate multiplication of fractions correctly
Attitude  Show generosity to others

 Oral Drill
Preparation  Identifying fractions using cutouts of fractions
 Name the fraction for the shaded part.
Introductory
Activity
Activity  Acting Out the problem. Ask the group of eight pupils to stand
in two rows in front of the class. Ask ¾ of the group to sit down
Presentation then ask 1/3 of the group who sat down to kneel. What part of
the whole group would be kneeling?
 Present the word problem.
Analysis  Match the picture in column A with the multiplication sentence
in column B. Write only the letter of the correct answer.
 Complete the multiplication sentence appropriate for the given
figures.
 Draw and visualize each multiplication of fractions.
Abstraction  How do you visualize multiplication of fractions?

1. Rorie has ¾ metre of red ribbon. She used ½ of it in decorating
a gift package for her mother?
a. What kind of of daughter is Rorie?
b. Are you like Rorie? In what way?
Assessment 1. Illustrate the following.
a. 3/5 of 1/3
b. 2/3 of 1/5
 Visualize each multiplication of fractions.

Assignment a. 3/5 of 2/6
b. 4/9 of 3/4

Competencies: Fractional Part of an Number
iPlan No. Date: February 16 , 2015 Duration: 60 minutes

Learning Areas Knowledge  Find fractional part of a number
Skills  Form sets of objects using counters

 Oral Drill
Preparation  Give the multiplication sentence suited for the given illustration.
 Divide the class into groups of four. Give each group 20
counters ( buttons, seeds) and number cards from 0 to 9.
 Ask each groups to use their counters to show the following.
( 12/2 0f 12 = 6 )
Introductory
Activity
Activity  Acting Out the problem.
a. What part of the marbles are red?
Presentation b. How many marbles are there inside the jar?
c. Write the mathematical sentence. ( 1/5 of 20 )
d. Work on more complex exercises using the counters.
e. Present it by computation.
Analysis  Group Activity

 Complete the equation.
 Write the answer.
Abstraction  How do you get the fractional part of a whole number?

1. Joshua had 12 colored pencils. If ¼ of them are broken, how
many pencils are broken?
 Write the answer.
Assessment a. 3/5 of 30 = ______ b. 4/5 of 50 = ________
 Solve for the answer.

Assignment 1. Ruela had 30 stamps. She gave away 5/6 of them. How many
stamps were left?
2. Mang Jose picked 100 pieces of mangoes. He sold 4/5 of the
mangoes. How m7any mangoes were left?

Competencies: Rounding Decimals
iPlan No. 13 Date: November 12, 2014 Duration: 60 minutes

Learning Areas Knowledge  Round decimals to the nearest tenths, hundredths, thousandths
Skills  Write rounded form of decimals to the nearest tenths,

hundredths, thousandths
Attitude  Develop speed in rounding decimals through thousandths
Resources Needed: PELC, Chart,

 Drill. Rounding whole numbers
Preparation  Guessing Game
Introductory  Present a problem opener.
Activity
Activity  Group Activity. The group will answer the following questions:
1. How many seconds did it take Aris to run the 100-metre
Presentation dash?
2. Locate the number line and put a mark determining the
exact location of the number.
3. Let us round the number 11.843 to the nearest tenths.
Analysis  What is your point of reference when rounding off decimals?
 What happen to the digit of the number that you are rounding
off if the number to the right of it is 5 or higher? If it is lower 5?
Abstraction  How do we round decimals to the nearest tenths? Nearest
hundredths? Nearest thousandths?
Practice Application  Display chart on the board and let the pupils answer.
1. Alex finished cycling about 18.8216 km in 3 hours. Around
how many kilometers did he finish the nearest tenths?
Nearest hundredths? Nearest thousandths?
 Round off the following as indicated.

Assessment 1. 0.6542 9 (nearest thousandths)__________
 Round off the decimal to the place value of the underlined digit.
Assignment 1. 2.4623 _______________

Competencies: Adding Decimal Numbers

Learning Areas Knowledge  Add decimals through hundredths without and with regrouping
Skills  Place the decimal points in a column
Attitude  Show thoughtfulness during special occasions
Resources Needed: PELC, Chart, flashcards

 Drill. Put the sum of the whole numbers on the outer spaces of
Preparation the box.
 Review on decimal numbers.
 Have you wrapped a gift? What are the things we need in
wrapping a gift? When do we give gifts?
Introductory  Write in decimals.

Activity 1. Nineteen hundredths
2. Three hundredths
Presentation Activity  Problem Opener. Using a number line, study the given numbers.
How are they written?
Analysis  How do we add decimal numbers?
Abstraction  Why do we write the numbers in column?

 How do we add decimal numbers?
Practice Application  Add
1. 0.5
+ 0.14
 Answer
Assessment 1. What is the sum of 0.72 and 0.49?
 Give your answer

Assignment 1. .06 added to .79 gives_________
4‘klpyup\efsgdfgma;ldkPKRW[TLO[TP[WFLDSK;,VF.CXV[ \W`

Competencies: Subtracting Decimal Numbers
iPlan No. Date: November 19, 2014 Duration: 60 minutes

Learning Areas Knowledge  Subtract decimals through hundredths without and with
regrouping
Skills  Write decimal numbers in column
Attitude  Appreciate the importance of exercise to one’s health
Resources Needed: PELC, Chart, flashcards, counters

 Review on addition of decimal numbers.
Preparation  How many of you are Boy Scouts or Girl scouts?
Introductory
Activity
Activity  Problem Situation
 Analyze the problem
Presentation  Present the decimals in a place value chart.
Analysis  How do we subtract decimal numbers?
Abstraction  Why do we write the numbers in column?

 How do we subtract decimal numbers?
Practice Application  Subtract the decimal numbers.
1. 0.59
- 0.14
 Find the difference.

Assessment 1. What is the difference of 0.672 and 0.349?
 Give your answer

Assignment 1. Take away 0.52 from 0.70______
Competencies: Adding Mixed Decimals

Learning Areas Knowledge  Add mixed decimals with or without regrouping
Skills  Read and write mixed decimal properly
Attitude  Internalize the importance of being thrifty by saving your baon
Resources Needed: PELC, Chart, flashcards, counters, money

 Drill. Wheel of Number
Preparation  Find the sum of decimal numbers.
 Mother wants to prepare “pinakbet” for lunch. Can you help her
get or buy the vegetables for the menu?
Introductory
Activity
Activity  Group Activity. Study the price list of vegetables sold in a
vegetable stand.
Presentation 1. What are vegetables needed for pinakbet good for 6
persons?
2. How many kilograms of each vegetable does mother need?
3. How much will she pay for the vegetables?
Analysis  Write the weight in kilograms of every vegetable.

 Determine the operation to be used.
 Solve for the total weight of the vegetables.
Abstraction  How will you add mixed decimals?
Practice Application  Dyad: Counting Money”. Every pair will be given a box which
consists of coins and bills.
 The pair should determine the amount of money in a box.
 Solve.
Assessment 1. Jose is 155 cm tall last year. This year, he grew by 2.2 m.
How tall is he now?
 Add.
Assignment 1. 26.28, and 143.27 ______________

Competencies: Solving Word Problems Involving Decimal Numbers

Learning Areas Knowledge  Solve word problems involving addition and subtraction of
decimals including money
Skills  Tell the steps in problem solving
Attitude  Show accuracy and cooperation in solving word problems

 Drill. Adding and subtracting decimals down and across
Preparation  Short Story
Introductory
Activity
Activity  Group Activity. Each group will work on the same problem
using different strategy.
Presentation Analysis  How did you get the answer?
 What did you add?
 Why did you do that?
Abstraction  How do you solve word problems involving addition and
subtraction of decimals?
Practice Application  Work with a “learning barkada” Pupils will solve the problem
by 5’s

Assessment 1. Allan is 176.02cm tall, Harold is 155.40cm tall. How many cm
taller is Allan than Harold?
 Father bought 6 shirts from one store and 3 more in another
Assignment store. If each cost 99.0 pesos, how much did she spend for
them?
Competencies: Solving Word problems involving decimals including money
iPlan No. 27 Date: December 4, 2014 Duration: 60 minutes

Learning Areas Knowledge  Solve 1-2 step word problems involving decimals including
money
Skills  Determine the hidden question in the word problem
Attitude  Develop industry early in life

 Drill. Travelling Game
Preparation  Analyze the problem
 Present a Situation.
Introductory
Activity
Activity  Group Activity. Acting Out Strategy. Call a group of children to
act out the problem. The setting will be a small carinderia with
Presentation menu for lunch. Today’s menu is displayed so children can
order. They will use play money.
Analysis  How did you get the answer?
 What did you add?
 Why did you do that?
Abstraction  What must you do in order to understand a word problem?
 What do you o in analyzing word problem?
Practice Application  You asked 100 pesos bill from your mother because you need to
buy a new pair of socks worth 45.95 pesos and a handkerchief
worth 35.95 pesos. How much change will you get?
 Study the following menu below then answer the questions that
Assessment follow
1. Mila ordered palabok and gulaman. How much did she pay?
 Solve for the answer.

Assignment 1. Vicky bought a kilo of rice for 21.50 pesos and a bar of soap for
9.50 pesos. How much did she pay?
Competencies: Analyzing Word Problems Involving Decimal Numbers

Learning Areas Knowledge  Analyze 1 step word problems involving addition and
subtraction of decimals including money
Skills  Write the information correctly
Attitude  Practice wise use of money

 Present a Situation.
Preparation
Introductory
Activity
A- Acting Out
Presentation B- Following Directions
C- Illustrating /Drawing
Analysis  Did you write the problem?
 Did you understand?
Abstraction  How to analyze the word problems involving addition and
subtraction of decimals ?
Practice Application  Analyze the problems.
 Analyze the problem.

Assessment 1. Mother had 6.8kg of chicken in the refrigerator. If she cooked
3.9kg, how many kilos of chicken were left?
 Analyze the problems

Assignment 1. Paro spends 260.45 for snacks and 150.50 for fare to school
every week. How much does she spend weekly for her snacks
and fare?
Competencies:

Learning Areas Knowledge 
Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment
Competencies:

Skills 
Attitude 
Resources Needed:
Introductory 
Activity 
Analysis 
Abstraction 

Assessment

Assignment
Competencies:
iPlan No. Date: June 16, 2016 Duration: 50 minutes


Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Practice Application
Assessment

Assignment

Competencies:


Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction
Assessment

Assignment

Competencies:

Skills 
Attitude 
Resources Needed:

Preparation
Introductory 
Activity
Activity
Analysis 
Presentation
Abstraction 

Assessment

Assignment

Instructional Plan (Iplan) : Elements of The Plan Methodology

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Instructional Plan (Iplan) : Elements of The Plan Methodology

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Instructional Plan (iPlan)

Name of Teacher: Mrs. Ivy A. Ompad Grade /Section: Four Simplicity

iPlan No. Date: Duration:

Learning Areas Knowledge  Describing ways of preventing landslides

Skills  Identify different ways of preventing landslides

Attitude  Make poster on how to prevent landslide

Describe ways of preventing landslide in these situations.

iPlan No. Date: June , 2016 Duration: 50 minutes

Resources Needed: Pictures, real objects

Analysis  What does the problem ask you to find?

Abstraction  We use symbol ≤ for less than ,≥ for greater than,

iPlan No. Date: June , 2016 Duration: 50 minutes

Skills  Writing numbers before, between and after a given number

Resources Needed: Pictures, flashcards