DAILY School Grade Level Four

LESSON Teacher Learning Area Mathematics

PLAN Date/Time Quarter Fourth

I.OBJECTIVE Solve real life problems involving GCF of two given numbers
II.CONTENT (Subject Matter) Solving real life problems involving GCF of two given numbers
A.References
1.Teacher’s Guide pages
TG in MATH 4 p. 125-129
2.Learner’s Materials pages
LM in MATH 4, p. 97-99
3.Text books
B.Other Learning Resources
III.PROCEDURES
A. Preparatory 1.Drill
Activities Have a drill on finding the common factors and greatest common factor or GCF of
the following numbers.
1.) 12 and 15
2.) 24 and 30

2.Review
Recall the steps in solving word problem.
3. Motivation
Ask: Have you experienced to bake cookies bread? Or if not, have you seen
someone who is baking cookies or bread? Say: There are people who loves to bake
bread or cookies. It is not only the baker who bakes cookies or bread. Maybe your
mother/father, your brother or sister older than you. They also love baking.

B. Introduction Say: We are done with finding the common factors and greatest common factors of
two given numbers. Today, our focus is on solving word problem involving GCF. We
will apply your knowledge on how get the GCF of two given numbers in solving
word problem involving GCF. Are you all ready?

C. Teaching and Present this problem:

Modelling Cherry baked 48 pieces of butter cookies and 60 chocolate cookies. If she will put them
separately in boxes, what is the most number of cookies that boxes will contain if these are of
the same number?
How will you solve for the answer to the problem.

Show the class the step by step procedure of solving the problem.
Say: The problem is all about finding the greatest common number or GCF. For you to easily
determine if the problem is all about Greatest Common Factor, the question contains the
word “most” , “greatest” “largest”, “biggest” or “maximum”. These words signify that the
problem is asking for the Greatest Common Factor or GCF.

Since the question is about the “most number of cookies that a box will contain” the problem
is looking for the Greatest Common Factor or GCF.

In solving for the answer we can use the 4-step plan:

Understand:
What does the problem ask for: The greatest number of cookies that a box will contain
What facts are given: 48 butter cookies, 60 chocolate cookies

Plan:
How will you solve the problem: By finding the Greatest Common Factor or GCF

Solve:

The teacher will model or show the class how to get the GCF of 48 and 60 using any of the
methods that the children have learned .

A.Listing Method
 List down the factors of 48 and 60
48: 1, 2, 3, 4, 6, 8, 12, 16, 24, and 48
60:1, 2, 3, 4,5, 6, 10, 12, 15, 20, 30 and 60
Greatest Common Factor or GCF: 12

B. Prime Factorization
48= 2 x 2 x 2 x 2 x 3
60= 2 x 2 x 3 x 5
Greatest Common Factor or GCF: 2 x 2 x 3= 12

C. Continuous Division

GCF: 2 x 2 x 3= 12

Using any of the methods, the GCF of 48 and 60 is 12.

Check and Look Back:

What is the answer to the problem: A box will contain 12 pieces of each cookies

D. Guided Practice Read the problem below and answer the questions that follow.
There are 16 boys and 24 girls. If they will be grouped separately in teams with the same
number, what is the biggest number of children in a group?
What is asked in the problem?
What facts are given?
How will you solve the problem?
What is the answer to the problem?

E. Independent Read and solve the problem. Write your solution in your notebook. Use any method:
Practice 1.Mrs. Lim has 56 cups and 63 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 of glasses that a tray will
contain?

2. Anne has 8 guavas and Lourdes has 14 guavas. If they will give some guavas to their
group mates, what is the greatest number of guavas that each of their group mates get if
each of them gives the same number of guavas?

F. Generalization How do we solve problems involving GCF of two given numbers?

 We use the 4-step plan in solving problems involving GCF of two given numbers.
Understand, Plan, Solve, and Check and Look back
 We solve for the answer by listing method, prime factorization, and continuous
division.

G. Application Solve the problem below.

I am planting 50 apple trees and 30 peach trees. I want the same number and type of trees
per row. What is the maximum number of trees I can plant per row?

IV.EVALUATION Read and solve each problem. Write your answers on your answer sheet.

1. Samantha has two pieces of cloth. One piece is 72 inches wide and the other piece
is 90 inches wide. She wants to cut both pieces into strips of equal width that are as
wide as possible. How wide should she cut the strips?

2. Lyka baked 48 cookies and 64 cupcakes. If she will pack these in boxes with the
same number, what is the biggest number of cookies and cupcakes that can be
packed in a box?

V. ASSIGNMENT Read each problem carefully and solve for the answer.
What is the largest number of pechay and cabbage plants that can be planted in
 rows of equal number if ther are 60 pechay and 80 cabbage plants?

DAILY School Lucena West I Elem. School Grade Level Four

LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 22, 2022 Quarter Fourth

I.OBJECTIVE
II.CONTENT (Subject Matter)
A.References
1.Teacher’s Guide pages
Solve real life problems involving LCM of two given numbers
Solving real life problems involving LCM of two given numbers
TG in MATH 4 p. 125-129

2.Learner’s Materials pages

3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities
LM in MATH 4, p. 97-99
1.Drill
Have a drill on finding the common multiples and least common multiples r or LCM
of the following numbers.
1. 8 and 12
2. 10 and 15

2.Review
Recall the steps in solving word problem involving GCF of two given numbers
3. Motivation
Ask: What benefits can you get from eating eggs?
B.Introduction Say: In our previous lesson, you have learned how to solve problem involving GCF.
This time we will focus on solving problem involving LCM or least common
multiples. Are you ready?

C.Teaching and Modelling Present this problem:

Egg are sold in trays of 4 and 6. What is the smallest number of eggs that
can be sold using the trays?
How will you solve for the answer to the problem?

Show the class the step by step procedure of solving the problem.
Say: The problem is all about finding the least common multiples or LCM. For you to easily
determine if the problem is all about Least Common Multiples of LCM, the question contains
the word “least” “smallest” “ or “minimum”. These words signify that the problem is asking
for the Least Common Multiples r or LCM.

Since the question is about “smallest number of eggs that a tray can hold” the problem is
looking for the Least Common Multiples or LCM

In solving for the answer we can use the 4-step plan:

Understand:
What does the problem ask for: The smallest number of eggs that can be sold using the
trays.
What facts are given: eggs in tray of 4 and eggs in tray of 6

Plan:
How will you solve the problem: By finding the Least Common Multiples of LCM

Solve:

The teacher will model or show the class how to get the LCM of 4 and 6 using any of the
methods that the children have learned .

A.Listing Method
List down the multiples of 4 and 6
 4=4, 8, 12, 16, 20, 24, 28….
6= 6, 12, 18, 24, 30….

Least Common Multiples: 12

B. Prime Factorization
4= 2 x 2 x 3
6= 2 x 3
Least Common Multiples or LCM: 2 x 2 x 3= 12

C. Continuous Division

Least Common Multiples or LCM: 2 x 2 x 3 = 12

Using any of the methods, the LCM of 4 and 6 is 12.

Check and Look Back:

What is the answer to the problem? The smallest number of eggs that can be sold using the
trays is 12 .

D.Guided Practice Read the problem below and answer the questions that follow.

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?
What is asked in the problem?
What facts are given?
How will you solve the problem?
What is the answer to the problem?

E.Independent Practice Read and solve the problem. Write your solution in your notebook. Use any method:
1.What is the smallest number of avocados that can be placed in baskets with 50 and 75
pieces?

2.Mang Andoy is going to put eggs in trays of 6 eggs and 12 eggs. What is the smallest
number of eggs that Mang Andoy can put using trays?

F.Generalization How do we solve problems involving LCM of two given numbers?

 We use the 4-step plan in solving problems involving LCM of two given numbers.
Understand, Plan, Solve, and Check and Look back
 We solve for the answer by listing method, prime factorization, and continuous
division.

G.Application Solve the problem below.

Ben exercises every 12 days and Isabel every 8 days. Ben and Isabel both exercised today.
How many days will it be until they exercise together again?

IV.EVALUATION Read and solve each problem. Write your answers on your answer sheet.

1.What is the smallest number of mangoes that can be divided equally among 9 and 8?
2.Two bikers are riding a circular path. The first rider completes a round in 12 minutes. The
second rider completes a round in 18 minutes. If they both started at the same place and
time and go in the same direction, after how many minutes will they meet again at the starting
point?
V. ASSIGNMENT Read each problem carefully and solve for the answer.

1.Find the lowest number which is exactly divisible by 18 and 24.

2.A shopkeeper sells candles in packets of 12 and candle stands in packet of 8. What is the
least number of candles and candle stands Nita should buy so that there will be one candle
for each candle stand.
 DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 23, 2022 Quarter Fourth

I.OBJECTIVE Identifies proper fractions, improper fractions, and mixed numbers

II.CONTENT (Subject Matter) Identifying Proper Fractions, Improper Fractions and Mixed Numbers
A.References
1.Teacher’s Guide pages
Teacher’s Guide in Mathematics pp 132- 135
2.Learner’s Materials pages
3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities 1.Drill
Have a drill on visualizing and identifying fractions using pictures.

2.Review:
Have a short review on the concept of fractions and the parts that composed a fraction. Give
a sample fractions.

What is a fraction? A fraction represent part of a whole. It has a numerator and denominator.
A numerator tells the number of parts which is taken or shaded. The denominator tells the
number of equal parts the whole is divided.

3. Motivation:
Ask: 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?

B.Introduction Say: Today, we will be discussing about identifying the different kinds of fractions as to
proper, improper and mixed number. But before that let us have first a problem about Albert
who also accompanied his parents in going to the market.

C.Teaching and Modelling Present this problem to the class:

One Saturday morning, Albert accompanied his mother to the market to buy
ingredients for their dish. They bought ¾ kilogram of potatoes, 5/4 kilograms of chicken,
and 1 ¾ kilograms of potatoes. Albert carried the ingredients in going home.
Ask these questions:
What ingredients did Albert and his mother buy?
What do you think is Albert’s mother going to cook?
What kind of a boy is Albert?
Will you do the same to your mother?

Using regions, lead the class and model to them the illustrations of different fractions used
in the problem. Then let hem identify the fractions shown by the regions.

How many kilograms of potatoes did they buy? ¾

Let us illustrate ¾

¼ kg ¼ kg

¼ kg ¼ kg

3/ 4 kg
Less than one whole

How many kilograms of chickens did they buy?5/4

Let us illustrate 5/4

¼ kg ¼ kg ¼ kg ¼ kg

¼ kg ¼ kg ¼ kg ¼ kg

5/4kg
More than one whole

How many kilograms of potatoes did they buy? 1 ¾

Let us illustrate 1 ¾

¼ kg ¼ kg
1 kg
¼ kg ¼ kg

1 3/ 4 kg
Combination of a whole and part of a whole

Now, let us take a look the first fraction:

3/4
What can you say about its numerator as compared to the denominator? Yes, the numerator
is smaller than the denominator. We called this fraction as Proper Fraction.
Proper Fraction is a fraction whose numerator is smaller than denominator. Fractions such
as 1/4, 5/6, 3/7, 6/9 are proper fractions. Can you give more examples of proper fractions?

How about the second fraction?

5/4
What can you say about its numerator as compared to the denominator? Yes, the numerator
is bigger or greater than the denominator. We called this fraction as Improper Fraction.

How about 4/4, 5/5 , 9/9? How do we identify these fractions. They are still called Improper
Fractions. A fraction whose numerator is equal or the same with the denominator is also
called improper fraction.

Improper fraction is a fraction whose numerator is greater than or equal to the denominator .
Fractions such as 9/5, 8/3, 12/8, 5/5, 10/10 are called improper fractions. Can you give more
examples of improper fractions?

How about the third fraction?

1¾
What can you say about this fraction? You will notice that it has a whole number and a
fraction. We called this as Mixed Number. Remember, it is called Mixed number NOT Mixed
Fraction

Mixed number is a combination of a whole number with a fraction. Particularly a proper

fraction. 1 3/5, 2 6/9, 5 4/10 are mixed numbers. Can you give more examples of mixed
 number?
D.Guided Practice Pass the ball:
While the music is playing, the learner will pass the ball to its seatmate. Once the music
stops, the learner will identify whether the fraction is proper, improper or mixed number.
Continue playing the music until everyone in the class answered the activity.
1.) 9/15
2.) 2 7/9
3.) 9/9
4.) 6/7
5.) 1/5
6.) 12/5
7.) 13 5/7
8.) 15/12
9.) 3/4
10.) 1/2

Note: The teacher may add more fractions to give chance for other learners to answer.

E.Independent Practice Write P if the fraction is proper fraction, I if it is improper fraction and M if it is mixed number.

1.) 3/5
2.) 4/4
3.) 4 7/12
4.) 9/15
5.) 12/5

F.Generalization Let the pupils summarize the lesson by answer the following questions.
How do you called if the fraction whose numerator is less than the denominator?
How about if the numerator is equal or greater than the denominator?
What is mixed number?

G.Application Using flashcard with fractions ( proper fraction, improper fraction, and mixed
number),:choose three pupil leaders to hold the signs: Proper Fraction, improper fraction, and
mixed number. Let pupils group themselves into three and by groups, let them form their
lines at the center.
The teacher flashes the cards. The first group will go to the pupil leader to give the answer
for the card. Once finished answering, they will go back to their own seats.

8/7 5/9 6¾ 12/5 4 1/8 4/5 9/2 11/12 5/4 1 2/7

IV.EVALUATION Write the given fractions correctly in the appropriate column in the table

9/8 3/7 13/11 3 4/10 19/16

15/17 7 5/6 7/5 21/9 6/13

PROPER FRACTIONS IMPROPER FRACTIONS MIXED NUMBERS

V. ASSIGNMENT Write PF if the given is a proper fraction, IF if it is an improper fraction, and MN if it is mixed
number.

_____1. 6 8/10 ___ 2. 9/8 ___3. 27/15 ___4. 4/5 ___5. 9 5/8
 DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 24, 2022 Quarter Fourth

I.OBJECTIVE Changes improper fraction to mixed numbers and vice versa

II.CONTENT (Subject Matter)
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities
Changing Improper Fraction to Mixed Numbers and Vice Versa
Teacher’s Guide in Mathematics pp 133 - 139
Mathematics Learner’s Material pp. 106-108
1.Drill
Pass the ball game
Play a music while a pupil passes the ball to another. This continues until the music stops. As
soon as the music stops, whoever pupils holds the ball will stand and identify whether what is
written on the flash card if improper fraction, proper, or mixed number.

11/ 5 3 7/8 8/11 4 9/10 ¾

2. Review:
Have a short review on the different kinds of fractions. Ask the learners the difference
between the three and let them give examples.

3. Motivation:
How often do you have visitors during weekends? What do you do if you have visitors? How
can you entertain the visitors?

B.Introduction Say: We will be dealing with two problems about changing improper fraction to mixed
numbers and vice-versa which would be the focus of our discussion today. Are you all ready?

C.Teaching and Modelling Present these problems

Problem 1
Mother baked cassava for her visitors. She asked Maria to slice the cakes into
eighths. When Maria ate one slice, she noticed that she made 23/8 cakes. How many
whole cakes and slices will be served to the visitors?
Ask:
What did mother bake his visitors?
How many eighths of cakes did mother request Maria to prepare?
What does the problem ask for?
How will you solve the problem?

Show to the class the step by step procedure of solving the problem. Tell them that the
first problem is changing Improper fraction 23/8 to mixed number:

Changing Improper Fraction to Mixed Number:

Problem 1
Solution 1: By drawing regions

8/8 8/8 7/8

1 whole + 1 whole = 2 wholes and 7/8 or 2 7/8

Solution 2: By Division

23/ 8 = 23 / 8 = 2 remainder 7
Express the remainder as a fraction 23/8 = 2 7/8
 Note: Give also emphasis that sometimes an improper fraction could be changed also to
a whole number. Example: 24/6 is 4 when we divide 24 by 6. The answer is exact and
has no remainder.

Problem2
Aling Nena bought 2 ¾ kilograms of beef. How many fourths of a kilogram of beef
does she have?
Ask:
How many kilograms of beef did Aling Nena buy?
What does the problem ask for?
How will you solve the problem?

Show to the class the step by step procedure of solving the problem. Tell them that the
second t problem is changing 2 ¾ to make it an improper fraction.

Changing Mixed Number to Improper Fraction:

Problem 2
Solution 1: by drawing regions

4/4

4/4 11/4

3/4
3/4

Solution 2: By multiplying the denominator by the whole number and adding the numerator to
the product
+

2 3 = (4 x 2) + 3 = 8 +3 = 11
4 4 4 4

Give more examples to further understand the lesson.

D.Guided Practice Pair-Share Activity

Have a board activity. Let the learners answer the activity in pair.
Change the following to mixed number:
1. 9/5
2. 12/7
3. 10/4

Note: These are samples only. The teacher may give more items to answer by the learners.
Change the following to improper fraction.
1. 3 6/7
2. 9 3/12
3. 1 7/8
Note: These are samples only. The teacher may give more items to answer by the learners.
E.Independent Practice Change the following to mixed numbers or improper fractions.

1. 4 ¾
2. 7 5/6
3. 27/5
4. 35 / 8
5. 15/7
F.Generalization Let the learners generalize the lesson by asking the following questions.
How will you change an improper fraction as a mixed number or whole number?
How will you change a mixed number as an improper fraction?
G.Application Fill in the boxes with the correct numerator or denominator to make each item true.

1. 3 ¼ = ___/ 4 2. 2 3/5 = ___ / 5 3. 4 2/3 = 14/ ___

4. 6 4/5 = 34 ___ 5. 13/2 = ___ 1 /2 6. 27/8 = ___ 3/8

7. 5 ¾ = 23/ ___ 8. 7 2/5 = ___/ 5 9. 9 1/5 = 46 / ___ 10. 23/2 = ___ 1/2

IV.EVALUATION A. Write the following as improper fraction.

1. 3 4/5 2. 5 3/7 3. 4 4/7 4. 10 2/3 5. 7 3/5

B. Write the following as mixed numbers or whole number.

1. 13/3 2. 16/5 3. 11/11 4. 8/3 5. 30 / 9

V. ASSIGNMENT Supply the missing number.

1. ___ 4/5 = 14/5 2. ___ 6/ _____ = 30/8 3. 35/4 = ___ 3/4

 DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 25, 2022 Quarter Fourth

I.OBJECTIVE Changes fractions to lowest terms

II.CONTENT (Subject Matter) Changing Fractions to Lowest Terms
A.References
1.Teacher’s Guide pages
Teacher’s Guide in Mathematics pp. 139 – 142
2.Learner’s Materials pages Mathematics Learner’s Material pp. 109-111
3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities 1.Drill
Conduct a drill on basic division facts.
2. Review:
Have a short review on finding the GCF of two given numbers.

3. Motivation:
Who among you are helping doing household chores? What household chores are you
doing? Why do you have to help? If you do home chores, what benefits can you get from
them?

B.Introduction Say: Today, our focus is changing fractions to lowest terms. But before that let us
first read and analyze the word problem which is also about helping at home. Let us
find out how the character in the problem helped at home.

C.Teaching and Modelling Present the situation.

Nhel is helping Edward clean the backyard. They spend 2 hours doing this every
Saturday morning. What part of the day do they spend cleaning the backyard.
Ask:
Who helps Edward in cleaning the backyard?
How will you describe Nhel?
What does the problem ask you to find?
How will you solve for the answer to the problem?

Model or show the class how to answer the given problem. Tell them that the problem asked
to find what part of the day is 2 hours. So, it is needed to write it in fraction form which 2/24.
And 2/24 need to be simplified or change to its lowest terms.

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

GCF: 2

b. By dividing the numerator and denominator by their GCF.

2/24 = 2/24 / 2/2 = 1 /12

C. By using prime factorization, cancellation of common prime factors, then multiplying
the remaining factors to get the answer.

2/24 = 1x2 =1
1x2x2x2x3 12

Tell them that to reduce the fractions to lowest terms , it must be divided by it greatest
common factor or GCF or the greatest number that could divided both the numerator and
denominator.

Give also emphasis that a fraction is in its lowest terms if there is no common factor that
could divided the numerator and denominator except 1.
 Note: The teacher may add more examples to further understand the lesson.

D.Guided Practice Fill in the blank with the correct numerator or denominator to make the fraction in its lowest
terms.

1. 6/8 = ___ / 4
2. 2/4 = ___/2
3. 10/18 = 5 / ___
4. 6/9 = 2 / ___
6. 27/30 = 9/ ___

E.Independent Practice Put a check (/) before each item if the given fraction is in this its lowest term and cross (x) if it
is not.
_____1. 3/7 ___ 2. 2/28 ____3. 8/14 _____4. 3/5 ____5. 4/25

____6. 9/15 ____7. 3/24 ___ 8. 5/9 ___9. 2/17 ___10. 8/12

F.Generalization Lead the learners to generalize as follows:

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 ( Greatest Common Factor).

G.Application Show-me-board activity

Reduce the following fractions to lowest terms
1.) 5/15
2.) 12/24
3.) 24/40
4.) 6/9
5.) 30/50

IV.EVALUATION Change each fraction to its lowest terms.

1. 15/25 2. 12/16 3. 6/12 4. 10/35 5. 8/40

6.3/12 7. 9/27 8. 13/39 9. 3/45 10. 8/48

V. ASSIGNMENT Express each fraction to its lowest terms.

1. 8/10 2. 9/12 3. 6/15 4. 4/12 5. 3/18