Template 2: DEFINITIVE BUDGET OF WORK FOR SY 2021-2022

Learning Area: MATHEMATICS Grade Level: 4 Team Members: Wilma L. Garcia/ Sharon M. Sergio.

QUARTER 1
Content Standard: 1. Demonstrates understanding of whole numbers up to 100,000.
2. demonstrates understanding of multiplication and division of whole numbers including money.

Performance Standard: 1. is able to recognize and represent whole numbers up to 100,000 in various forms and contexts.
2. is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life situations.

# MELC Number of days taught Remarks

1 Visualizes numbers up to 100 000 with emphasis on numbers 2

10 001–100 000. (M4NS-Ia-1.4)

Day 1: Visualizes numbers up to 100 000 with emphasis on

numbers 10 001–50 000.

Day 2:Visualizes numbers up to 100 000 with emphasis on

numbers 50 001–100 000.

2 Gives the place value and value of a digit in numbers up to 2

100 000. (M4NS-Ia-10.4)

Day 3:Gives the place value of a digit in numbers up to 100

000.

Day 4:Gives the value of a digit in numbers up to 100 000.

3 Reads and writes numbers, in symbols and in words, up to 2

hundred thousand and compare them using relation symbols

Day 5: Reads and writes numbers, in symbols and in words, up

to hundred thousand

Day 6: Compares numbers up to hundred thousand using

relation symbols
4 Rounds numbers to the nearest thousand and ten thousand. 2
(M4NS-Ib-5.2)

Day 7:Rounds numbers to the nearest thousand

Day 8:Rounds numbers to the nearest ten thousand.

5 Orders numbers up to 100 000 in increasing or decreasing 2

order. (M4NS-Ib-13.4)

Day 9:Orders numbers up to 100 000 in increasing order.

Day 10:Orders numbers up to 100 000 in decreasing order.

6 Multiplies numbers up to 3-digit numbers by up to 2-digit 2

numbers without or with regrouping. (M4NS-Ic-43.7)

Day 11: Multiplies numbers up to 3-digit numbers by up to 2-

digit numbers without regrouping

Day 12: Multiplies numbers up to 3-digit numbers by up to 2- After day 12, provide culminating exercises
digit numbers with regrouping. covering multiplication of numbers up to 3-digit
numbers by up to 2-digit numbers without or with
regrouping.

7 Estimates the products of 3- to 4-digit numbers by 2- to 3- 2

digit numbers with reasonable results. (M4NS-Ic-44.2)

Day 13: Estimates the products of 3- to 4-digit numbers by 2-

digit numbers with reasonable results

Day 14: Estimates the products of 3- to 4-digit numbers by 3-

digit numbers with reasonable results

8 Multiplies mentally 2-digit by 1-to 2-digit numbers with 2

products up to 200 and explains the strategies used. (M4NS-
Id-42.3)

Day 15: Multiplies mentally 2-digit by 1 digit number with

products up to 200 and explains the strategies used.

Day 16: Multiplies mentally 2-digit by 2-digit numbers with

products up to 200 and explains the strategies used.
9 Solves routine and non-routine problems involving 3
multiplication of whole numbers including money using
appropriate problem solving strategies and tools. (M4NS-Id-
45.4)

Day17: Solves routine problems involving multiplication of

whole numbers using appropriate problem solving strategies and
tools.

Day18:Solves non-routine problems involving multiplication of

whole numbers using appropriate problem solving strategies and
tools.

Day 19: Solves routine and non-routine multiplication problems

including money using appropriate problem solving strategies
and tools.

10 Solves multi-step routine and non-routine problems 4

involving multiplication and addition or subtraction using
appropriate problem solving strategies and tools. (M4NS-Ie-
45.5)

Day 20: Solves multi-step routine problems involving

multiplication and addition using appropriate problem solving
strategies and tools.

Day 21:Solves multi-step routine problems involving

multiplication and subtraction using appropriate problem solving
strategies and tools.

Day 22: Solves multi-step non-routine problems involving

multiplication and addition using appropriate problem solving
strategies and tools.

Day 23: Solves multi-step non-routine problems involving

multiplication and subtraction using appropriate problem solving
 strategies and tools.

11 Divides 3- to 4-digit numbers by 1-to 2-digit numbers without 2 Prior to teaching this competency, give input and
and with remainder. (M4NS-If-54.3) exercise first on: divides numbers without and with
remainder 2- to 3-digit numbers by 1- to 2- digit
numbers ( G3, Q2)

Day 24: Divides 3- to 4-digit numbers by 1-to 2-digit numbers

without remainder.

Day 25: Divides 3- to 4-digit numbers by 1-to 2-digit numbers After day 25, provide a culminating exercise
with remainder. involving Division of 3- to 4-digit numbers by 1-to
2-digit numbers without and with remainder.

12 Divides mentally 2- to 4-digit numbers by tens or hundreds 4

or by 1 000 without and with remainder.

Day 26: Divides mentally 2- to 4-digit numbers by tens without Prior to teach this competency, give input and
remainder. exercise first on: divides numbers with remainder
2- to 3-digit numbers by 10 or 100 without or with
remainder( G3, Q2)

Day 27: Divides mentally 2- to 4-digit numbers by tens with

remainder

Day 28:Divides mentally 2- to 4-digit numbers by hundreds and

thousands without remainder.

Day 29:Divides mentally 2- to 4-digit numbers by hundreds and

thousands with remainder.

13 Estimates the quotient of 3- to 4-digit dividends by 1- to 2- 2

digit divisors with reasonable results. (M4NS-Ig-55.2)

Day 30:Estimates the quotient of 3- to 4-digit dividends by 1- Prior to teaching this competency, give input and
digit divisors with reasonable results. exercise first on: estimates the quotient of 2-3 digit
 numbers by 1-2 digit numbers
( G3,Q2)

Day 31:Estimates the quotient of 3- to 4-digit dividends by 2-

digits divisors with reasonable results.

14 Solves routine and non-routine problems involving division
of 3- to 4-digit numbers by 1-to 2-digit numbers including
money using appropriate problem solving strategies and
tools. (M4NS-Ih-56.3)
3 Prior to teaching this competency, give input and
exercise first on: solves routine and non-routine
problems involving
division of 2- to 4-digit numbers by 1- to 2-digit
numbers without or with any of the other operations
of whole numbers including money using
appropriate problem solving strategies and tools.
specifically Day 33 and day 34

Day 32:Solves routine problems involving division of 3- to 4-

digit numbers by 1-to 2-digit numbers using appropriate
problem solving strategies and tools

Day 33: Solves non-routine problems involving division of 3- to

4-digit numbers by 1-to 2-digit numbers using appropriate
problem solving strategies and tools.

Day 34: Solves routine and non-routine problems involving

division of 3- to 4-digit numbers by 1-to 2-digit numbers
including money using appropriate problem solving strategies
and tools.

15 Solves multi-step routine and non-routine problems
involving division and any of the other operations of whole
numbers including money using appropriate problem solving
strategies and tools. (M4NS-Ih-56.4)
3 Prior to teaching this competency, give input and
exercise first on: solves routine and non-routine
problems involving
division of 2- to 4-digit numbers by 1- to 2-digit
numbers without or with any of the other operations
of whole numbers including money using
appropriate problem solving strategies and tools.
 specifically Day 36 and day 38

Day 35: Solves multi-step routine problems involving division

and any of the other operations of whole numbers using
appropriate problem solving strategies and tools.

Day 36: Solves multi-step non-routine problems involving

division and any of the other operations of whole numbers using
appropriate problem solving strategies and tools.

Day 37: Solves multi-step routine and non-routine problems

involving division and any of the other operations of whole
numbers including money using appropriate problem solving
strategies and tools.

16 Performs a series of two or more operations applying 2

Multiplication, Division, Addition, Subtraction (MDAS)
correctly.

Day 38:

States, explains and interprets Multiplication,

Division,Addition, Subtraction (MDAS) rule correctly.

Day 39: Performs a series of two or more operations

applying multiplication, division, addition or subtraction
(MDAS) rule correctly.

QUARTER 2
Content Standard: 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions.
2. demonstrates understanding of improper fractions, mixed numbers and decimals

Performance Standard: 1. is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life
situations.
2. is able to recognize and represent improper fractions, mixed numbers and decimals

# MELC Number of days taught Remarks

17 Identifies factors of a given number up to 100. (M4NS-IIa-64) 2

Day 1: Identifies factors of a given number from 1 to 50.

Day 2: Identifies factors of a given number from 51 to 100.

18 Identifies the multiples of a given number up to 100. (M4NS- 2

IIa-65)

Day 3: Identifies the multiples of a given number up from 1 to

50.

Day 4: Identifies the multiples of a given number up from 51 to

100.

19 Differentiates prime from composite numbers. (M4NS-IIb- 2

66)

Day 5: Identifies prime numbers and composite numbers

Day 6: Differentiates prime from composite numbers.

20 Writes a given number as a product of its prime factors. 1

(M4NS-IIb-67)

Day7 : Writes a given number as a product of its prime factors.

21 Finds the common factors, greatest common factor (GCF), 6

common multiples and least common multiple (LCM) of two
numbers using the following methods: listing, prime
factorization, and continuous division.

Day 8: Finds the common factors and the greatest common factor
(GCF) of two numbers using the listing method.
 Day 9: Finds the common factors and greatest common factors
(GCF) of two numbers using prime factorization method.

Day 10: Finds the common factors and the greatest common
factor (GCF) of two numbers using continuous division method

Day 11:Finds the common multiples and least common multiple

(LCM) of two numbers using listing method

Day 12:Finds the common multiples and least common multiple

(LCM) of two numbers using prime factorization method

Day 13:Finds the common multiples and least common multiple

(LCM) of two numbers using continuous division method.

22 Solves real-life problems involving GCF and LCM of 2 given 2

numbers. (M4NS-IId-70.1)

Day 14: Solving real-life problems involving GCF of two given

numbers.

Day 15: Solving real-life problems involving LCM of 2 given

numbers.

23 Changes improper fraction to mixed numbers and vice versa. 3

(M4NS-IIe-80)

Day 16:Identify kinds of fractions: proper fractions, improper

fractions and mixed numbers

Day 17: Changes improper fraction to mixed numbers

Day 18:Changes mixed numbers to improper fraction.

24 Changes fractions to lowest forms. (M4NS-IIe-81)

Day 19: Changes fractions to lowest forms using listing 3

Day 20: Changes fractions to lowest forms using prime

factorization

Day 21: Changes fractions to lowest forms using continuous

division
25 Visualizes addition and subtraction of similar and dissimilar 2
fractions.

Day 22: Visualizes addition and subtraction of similar fractions.

Day 23: Visualizes addition and subtraction of dissimilar

fractions

26 Visualizes subtraction of a fraction from a whole number. 1

(M4NS-IIf-82.2)

Day 24: Visualizes subtraction of a fraction from a whole

number.

27 Performs addition and subtraction of similar and dissimilar 3

fractions. (M4NS-IIg-83)

Day 25: Performs addition and subtraction of similar fractions

Day 26: Performs addition of dissimilar fractions.

Day 27: Performs subtraction dissimilar fractions.

28 Solves routine and non-routine problems involving addition 3

and/or subtraction of fractions using appropriate problem
solving strategies and tools.

Day 28: Solves routine problems involving addition of fractions

using appropriate problem solving strategies and tools.

Day 29: Solves routine problems involving subtraction of

fractions using appropriate problem solving strategies and tools.

Day 30: Solves non-routine problems involving addition and/or

subtraction of fractions using appropriate problem solving
strategies and tools.

29 Visualizes decimal numbers using models like blocks, grids, 2

number lines and money to show the relationship to fractions.
(M4NS-IIi-99)

Day 31: Visualizes decimal numbers using models like blocks

and grids to show the relationship to fractions.
 Day 32: Visualizes decimal numbers using models like number
lines and money to show the relationship to fractions.

30 Renames decimal numbers to fractions, and fractions whose 2

denominators are factors of 10 and 100 to decimals. (M4NS-
IIi-100)

Day 33: Renames decimal numbers to fractions whose

denominators are factors of 10 to decimals.

Day 34: Renames decimal numbers to fractions whose

denominators are factors of 100 to decimals.

31 Gives the place value and the value of a digit of a given 2

decimal number through hundredths. (M4NS-IIi-101.1)

Day 35: Gives the place value of a digit of a given decimal

number through hundredths.

Day 36: Gives the value of a digit of a given decimal number

through hundredths.

32 Reads and writes decimal numbers through hundredths. 1

(M4NS-IIj-102.1)

Day 37: Reads and writes decimal numbers through hundredths.

33 Rounds decimal numbers to the nearest whole number and 1

tenth. (M4NS-IIj-103.1)

Day 38: Rounds decimal numbers to the nearest whole number

and tenths

34 Compares and arranges decimal numbers. (M4NS-IIj-104.1) 2

Day 39: Compares decimal numbers.

Day 40: Arranges decimal numbers.

QUARTER 3
Content Standard: demonstrates understanding of the concepts of parallel and perpendicular lines, angles, triangles, and quadrilaterals.
Performance Standard: is able to describe parallel and perpendicular lines, angles, triangles, and quadrilaterals

# MELC Number of days taught Remarks

35 Describes and draws parallel, intersecting, and perpendicular 2

lines using ruler and set square.

Day 1:Describes and identifies parallel, intersecting, and

perpendicular lines.

Day 2:Draws parallel, intersecting, and perpendicular lines using

ruler and set square

36 Describes and illustrates different angles (right, acute, and 2

obtuse) using models. (M4GE-IIIb-14)

Day 3: Describes and illustrates different angles (right, acute,

and obtuse) using models

Day 4: Draws different angles (right, acute, and obtuse) using

protractor.

37 Describes the attributes/properties of triangles and 3

quadrilaterals using concrete objects or models. (M4GE-IIIb-
15)

Day 5: Describes the attributes/properties of triangles using

concrete objects or models

Day 6: Describes the attributes/properties of quadrilaterals

(parallelogram: square, rhombus, and rectangle) using concrete
objects or models

Day 7: Describes the attributes/properties of quadrilaterals

( trapezoid )using concrete objects or models

38 Identifies and describes triangles according to sides and 2

angles. (M4GE-IIIc-16)

Day 8:Identifies and describes triangles according to sides

Day 9:Identifies and describes triangles according to angles.

 39 Identifies and describes the different kinds of quadrilaterals: 2
square, rectangle, parallelogram, trapezoid, and rhombus.
(M4GE-IIIc-17)

Day 10: Describes the different kinds of quadrilaterals: square,

rectangle, parallelogram, trapezoid, and rhombus

Day 11: Identifies the different kinds of quadrilaterals: square,

rectangle, parallelogram, trapezoid, and rhombus

40 Relates triangles to quadrilaterals (M4GE-IIId-18.1) 1

Day 12:Relates triangles to quadrilaterals

41 relates one quadrilateral to another quadrilateral (e.g. square 3

to rhombus). (M4GE-IIId-18.2)

Day 13: Relates one quadrilateral to another quadrilateral:

square to rhombus;square to rectangle by using models or
objects.

Day 14: Relates one quadrilateral to another quadrilateral:

parallelogram to trapezoid by using models or objects.

Day 15: Relates one quadrilateral to another quadrilateral:

square to rhombus;square to rectangle parallelogram to trapezoid
by using properties of the quadrilaterals.

Content Standard: demonstrates understanding of concepts of continuous and repeating patterns and number sentences.

Performance Standard: is able to identify the missing element in a pattern and number sentence.

42 Determines the missing term/s in a sequence of numbers (e.g. 3

odd numbers, even numbers, multiples of a number, factors
of a number, etc.) e.g. 3,6,9,__ 4,8,12,16,(M4AL-IIIe-5)

Day 16: Determines the missing term/s in a sequence of odd and

even numbers

Day 17: Determines the missing term/s in a sequence of

multiples of a number

Day 18: Determines the missing term/s in a sequence of factors

 of a number and other sequences

43 Finds the missing number in an equation involving properties 4 Prior to teaching this competency, give input and
of operations. (e.g. (4+__ ) + 8 = 4 + ( 5 + __) (M4AL-IIIe-13) exercise first on: find the missing value in a number
sentence involving multiplication or division of
whole numbers. e.g. n x 7 = 56 56 ÷ n = 8 ( G3 Q3)

Day 19: Finds the missing number in an equation involving

identity and zero property.

Day 20 :Finds the missing number in an equation involving

commutative.

Day 21:Finds the missing number in an equation involving

associative property.

Day 22: Finds the missing number in an equation involving the

distributive property of multiplication.

Content Standard: demonstrates understanding of the concept of time, perimeter, area, and volume.

Performance Standard: is able to apply the concepts of time, perimeter, area, and volume to mathematical problems and real-life situations.

44 Finds the elapsed time in minutes and seconds. (M4ME-IIIf- 1

11)

Day 23: Finds the elapsed time in minutes and seconds.

45 Estimates the duration of time in minutes. (M4ME-IIIf-12) 1

Day 24: Estimates the duration of time in minutes

46 Solves problems involving elapsed time. (M4ME-IIIg-13) 2

Day 25: Solves problems involving elapsed time using counting

methods

Day 26:Solves problems involving elapsed time using

subtraction with and without regrouping

47 Visualizes the perimeter of any given plane figure in different 2

situations. (M4ME-IIIg-48)
 Day 27:Visualizes the perimeter of triangle and any other kinds
of triangles in different situations

Day 28:Visualizes the perimeter of quadrilaterals and any given

plane figure in different situations

48 Measures the perimeter of any given figure using appropriate 2

tools. (M4ME-IIIh-49)

Day 29: Measures the perimeter of any given figure using

centimeter and meter as a unit of measurement.

Day 30: Measures the perimeter of any given figure using

appropriate tools.

49 Finds the perimeter of triangles, squares, rectangles, 3

parallelograms, and trapezoids. (M4ME-IIIi-51)

Day 31:Find the perimeter of triangles.

Day 32:Finds the perimeter of parallelogram: squares and

rectangles,

Day 33:Finds the perimeter of trapezoids

50 Solves routine and non-routine problems in real-life 3

situations involving perimeter of squares and rectangles,
triangles, parallelograms, and trapezoids.

Day 34: Solves routine and non-routine problems in real-life

situations involving the perimeter of triangles.

Day 35: Solves routine and non-routine problems in real-life

situations involving perimeter of parallelograms: squares and
rectangles.

Day 36:Solves routine and non-routine problems in real-life

situations involving perimeter of trapezoids.

51 Differentiates perimeter from area. (M4ME-IIIj-53) 31

Day 37: Identify and differentiates perimeter from area.

 52 Converts sq. cm to sq. m and vice versa. (M4ME-IIIj-54) 2

Day 38: Converts sq. cm to sq. dm and vice versa

Day 39:Converts sq. dm to sq. m and vice versa

Day 40:Converts sq.c m to sq. m and vice versa

QUARTER 4
Content Standard: demonstrates understanding of the concept of time, perimeter, area, and volume.

Performance Standard: is able to apply the concepts of time, perimeter, area, and volume to mathematical problems and real-life situations.

# MELC Number of days taught Remarks

53 Finds the area of irregular figures made up of squares and 2

rectangles using sq. cm and sq. m. (M4ME-IVa-55)

Day 1:Finds the area of irregular figures made up of rectangles

using sq. cm and sq. meter.

Day 2: Finds the area of irregular figures made up of squares

using sq. cm and sq. meter.

54 Finds the area of triangles, parallelograms and trapezoids 3

using sq. cm and sq. m. (M4ME-IVb-58)

Day 3:Finds the area of triangles, using sq. cm and sq. m.

Day 4: Finds the area of parallelograms using sq. cm and sq. m.

Day 5: Finds the area of trapezoids using sq. cm and sq. m.

55 Solves routine and non-routine problems involving squares, 5

rectangles, triangles, parallelograms, and trapezoids.
(M4ME-IVc-60)

Day 6: Solves routine and non-routine problems involving

squares.
 Day 7: Solves routine and non-routine problems involving
rectangles.

Day 8: Solves routine and non-routine problems involving

parallelograms

Day 9: Solves routine and non-routine problems involving

triangles.

Day 10: Solves routine and non-routine problems involving

trapezoids.

56 Visualizes the volume of solid figures in different situations 2

using non-standard (e.g. marbles, etc.) and standard units.
(M4ME-IVd-62)

Day 11: Visualizes the volume of solid figures in different

situations using non-standard (e.g. marbles, etc)

Day 12: Visualizes the volume of solid figures in different

situations using standard units.

57 Finds the volume of a rectangular prism using cu. cm and cu. 2

m.
(M4ME-I'Ve-64)

Day 13: Derives the formula for the volume of a rectangular

prisms.

Day 14: Finds the volume of a rectangular prism using cu.cm and
cu. m.

58 Solves routine and non-routine problems involving the 3

volume of a rectangular prism. (M4ME-IVf-65)

Day 15:Solves routine problems involving the volume of a cube.

Day 16: Solves routine problems involving the volume of a

rectangular prism.

Day 17: Solves non-routine problems involving the volume of a

rectangular prism.
Content Standard: demonstrates understanding of the concepts of bar graphs and simple experiments.

Performance Standard: is able to create and interpret simple representations of data (tables and bar graphs) and describe outcomes in simple experiments.

59 Collects data on two variables using any source. (M4SP-IVg- 3

1.4)

Day 18:Collects data on two variables using

questionnaire .

Day 19:Collects data on two variables using

interview

Day 20:Collects data on two variables using

secondary sources e.g. newspapers, government websites etc. .

60 Organizes data in tabular form and presents them in a 2

single/double horizontal or vertical bar graph. (M4SP-IVg-
2.4)

Day 21: Organizes data in tabular form and presents in a single

horizontal and vertical bar graph

Day 22: Organizes data in tabular form and presents in a double

horizontal and vertical bar graph.

61 Interprets data presented in different kinds of bar graphs 2

(vertical/horizontal, single/double bars). (M4SP-IVg-3.4)

Day23:Interprets data presented in a single horizontal or vertical

bar graph.

Day 24: Interprets data presented in double horizontal or vertical

bar graph.

62 Solves routine and non-routine problems using data 3

presented in a single or double-bar graph. (M4SP-IVh-4.4)

Day 25: Solves routine problems using data presented in a single

bar graph
 Day 26: Solves routine problems using data presented in a double
bar graph

Day 27: Solves non-routine problems using data presented in a

single and double bar graph.

63 Draws inferences based on data presented in a double-bar

graph. (M4SP-IVh-5.4)

Day 28: Draws inferences based on data presented in a double- 1

bar graph.

64 Records favorable outcomes in a simple experiment (e.g.
tossing a coin, spinning a wheel, etc.) (M4SP-IVi-9)
4 Prior to teaching this competency, give input and
exercise first on:
❖ tells whether an event is sure, likely, equally
likely,unlikely, and impossible to happen
(G3,Q4)
❖ describes events in real-life situations using
the phrases “sure to happen,“ likely to
happen”, “equally likely to happen”,
“unlikely to happen”, and “impossible to
happen”.

Day 29: Records favorable outcomes in a simple experiment by

tossing a coin.

Day 30: Records favorable outcomes in a simple experiment by

rolling a die.

Day 31: Records favorable outcomes in a simple experiment \

choosing cards from a deck of cards.
 Day 32: Records favorable outcomes in a simple experiment by
spinning a wheel

65 Expresses the outcome in a simple experiment in words, 3

symbols, tables, or graphs. (M4SP-IVi-10)

Day 33:Expresses the outcome in a simple experiment in words

and symbols.

Day 34: Expresses the outcome in a simple experiment in tables .

Day 35: Expresses the outcome in a simple experiment in graphs

66 Explains the outcomes in an experiment. (M4SP-IVi-11) 1

Day 36: Interprets and explains the outcomes in an Make sure to give samples involving different
experiments such as tossing a coin, rolling a die,
experiment.
drawing a card, spinning a wheel.

67 Solves routine and non-routine problems involving a simple 2

experiment. (M4SP-IVj-12)

Day 37:Solves routine problems involving a simple experiment.

Day 38:Solves non-routine problems involving a simple

experiment.