School: VILLA ISLA ELEMENTARY SCHOOL Grade Level: IV

GRADES 1 to 12 Teacher: LISETTE S. GARCIA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and MAY 22-26, 2023 (WEEK 4)
Time: 8:20 – 9:10 / 9:10 – 10:00 Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. CONTENT STANDARDS Demonstrates understanding of the concept of time, perimeter, area, and volume
B. PERFOMANCE Applies the concept of time, area and volume to mathematical problems and real-life situations
STANDARDS
C. LEARNING Creates problems Creates problems (with Visualize the volume of Visualize the volume of Visualize the volume of solid
COMPETENCIES/ (with reasonable reasonable answers) solid figures in different solid figures in different figures in different situations
OBJECTIVES(Write the LC answers) involving involving perimeter and situations using non- situations using standard using standard units
Code for each) perimeter and area area involving squares, standard (e.g. marbles, units M4ME-IVd-62
involving squares, rectangles, triangles, etc.) and standard units M4ME-IVd-62
rectangles, triangles, parallelograms, and M4ME-IVd-62
parallelograms, and trapezoids
trapezoids M4ME-IVd-61
M4ME-IVd-61
II. CONTENT
Creating Problems Creating Problems Involving Visualizing the Volume of a Visualizing the Volume of a Visualizing the Volume of a Solid
Involving Perimeter and Perimeter and Area Solid Using Non-Standard Solid Using Standard Units Using Standard Units
Area Units
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 291-293 291-293 298-301 301-304 301-304
2. Learner’s Materials Pages 219-223 219-223 226-228 229-232 229-232
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources Ppt, flashcards, Ppt, flashcards, Ppt, flashcards, Ppt, flashcards, Ppt, flashcards, charts,cutouts
charts,cutouts charts,cutouts charts,cutouts charts,cutouts
III. PROCEDURES
A. Reviewing the previous Have a review on Have a review on solving for Have a review on non- Have a review on using non- Have a review on using non-
lesson or presenting the new solving for the the perimeter and area of a standard units and the standard units, areas of standard units, areas of plane
lesson perimeter and area of a triangle, a parallelogram, and concept of a solid. Ask plane figures, and concept figures, and concept of solid
triangle, a a trapezoid. Let the pupils do pupils to show examples of solid dimensions. dimensions.
parallelogram, and a the following: of solid figures like boxes,
trapezoid. Let the 1. 2. alphabet blocks, etc.
pupils do the following:
1. 2.
3.

3.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
Let the pupils use Let the pupils use rubber Show a Rubik’s Cube. Show a cube (box) filled with Show a cube (box) filled with
rubber bands on bands on geoboards to create Ask if the pupils are blocks 3 cm on each side. blocks 3 cm on each side. Ask
geoboards to create a a triangle, a parallelogram, familiar with this toy. Ask Ask the pupils to get one the pupils to get one block and
triangle, a and a trapezoid. Ask them to what is challenging about block and describe it. describe it.
parallelogram, and a record the perimeter and area the Rubik’s Cube. Link Ask: What can you say Ask: What can you say about
trapezoid. Ask them to of each figure. this figure with the lesson about the block? What are the block? What are the
record the perimeter to be learned. the dimensions? dimensions?
and area of each
figure.
Let the pupils present Present the problem. Present this story to the Present this situation to the Present this situation to the
the figures and discuss The trapezoidal field at the class. class. Let the pupils read class. Let the pupils read and
how the area and right is completely covered Mike wanted to find out and understand the understand the situation.
perimeter are with carabao grass. which box, A or B, has situation. Charo has a transparent
obtained. Ask them to Can you create a problem the greater volume. He Charo has a transparent rectangular container,
give the different ways about the field? filled box A with marbles. rectangular container, measuring 10 cm by 4 cm by 3
in finding the area and Then, he transferred the measuring 10 cm by 4 cm cm. What is the volume?
perimeter. marbles to box B. After by 3 cm. What is the Ask: Who has a transparent
box B was full, there were volume? rectangular container? What is
still some marbles in box Ask: Who has a transparent the length? Height? Width?
A. rectangular container? What What does the problem ask
is the length? Height? for? How will you solve the
Width? What does the volume of the rectangular
problem ask for? How will prism?
you solve the volume of the
rectangular prism?
Group Work Activity Guide the pupils in creating a Ask: Which box has the Show and discuss how to Show and discuss how to find
Divide the class into problem about the situation. greater volume? Let them find the volume using the volume using different
three groups. Let each compare the contents of different methods. methods.
group discuss how Group Activity each box. -Compare the volume using -Compare the volume using
they will make a Divide the class into 3 Ask the pupils why the the non-standard units and the non-standard units and
problem based on the groups. Let each group solve boxes do not have the the volume using the the volume using the standard
given situation. and answer the problem same number of standard units. units.
I- Inside the created. materials or objects. -What is accurate in finding -What is accurate in finding
classroom, create a Ask them why there are the volume? the volume?
problem involving gaps or empty spaces
perimeter and area. within the boxes. Explain Discuss the presentation Discuss the presentation
Use the meter the meaning of volume under Explore and Discover under Explore and Discover on
stick/ruler as the and non-standard units. on p. 229, LM. p. 229, LM.
measuring tool.
II- In the school
campus, create a
problem involving
perimeter and area.
Use the meter
stick/ruler as the
measuring tool.
After the activities
have been done, let the

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
groups post their
formulated their
problems in each of
the situations given
and let them do the
tasks below:
1. Read the
problem and
ask the class
to solve the
problem.
2. Illustrate and
solve the
problem with
the solution.
Create/Make a Create/Make a problem Group Activity Group Activity Group Activity
problem involving the involving the perimeter and Divide the class into four Divide the class into four Divide the class into four
perimeter and area area with corresponding groups. Distribute a box groups. Let the pupils do groups. Let the pupils do the
with corresponding answers based on the given to each group. Ask each the activity under Get activity under Get Moving on p.
answers based on the situation. group to fill the box with Moving on p. 230, LM. Let 230, LM. Let each group find
given situation. 1. A triangular parcel of land the materialsgiven to each group find the volume the volume of each solid figure.
1. The living room is in is 11 meters at its base them to find the volume of each solid figure.
the shape of a and a height of 7 meters. of the box.
trapezoid where one I-Using the marbles
of the parallel sides II-Using the pebbles
is 4m long and the III-Using the beans
other is 6m long. IV-Using the balls
The distance across Discuss how to find the
these sides is 7m. volume.
Create/Make a Create/Make a problem Find the actual number Let the pupils do the activity Let the pupils do the activity
problem involving the involving the perimeter and of marbles that will fill under Keep Moving on p. under Keep Moving on p. 230-
perimeter and area area with corresponding each box. 230-231, LM. 231, LM.
with corresponding answers based on the given
answers based on the situation.
given situation. a. A wooden area is in the
a. A rectangular yard shape of a trapezoid whose
has a length of 16 bases measure 128 meters
meters and a width and 92 meters and its
of 3 meters. height is 40 meters.
Problem:
Answer:
Problem:
Answer:
Create a problem Create/Make a problem Let the pupils do items 1 Let the pupils do items 1 to Let the pupils do items 1 to 4
involving the perimeter involving the perimeter and and 2 under Apply Your 4 under Apply Your Skills under Apply Your Skills on p.
and area of the figure. area with corresponding Skills on p. 228, LM. on p. 231. 231.
1. Roy planted answers based on the given
vegetables in his situation.

H. Making generalizations of
concepts and skills in daily
living
I. Evaluating learning
backyard. The shape 1. Nur plans to put a fence
of the garden is a around his vegetable
parallelogram. It has garden that is rectangular
a base of 6 meters in shape. The length of the
and a height of 4 garden is 4 meters and the
meters. width is 2 meters.
How did you create How did you create problems How can we visualize the How can we visualize the How can we visualize the
problems involving involving perimeter and area volume of solids using volume of solids using the volume of solids using the
perimeter and area of a of a triangle, a parallelogram, non-standard units of standard units of measure? standard units of measure?
triangle, a and a trapezoid? measure? What can help
parallelogram, and a us visualize the volume?
trapezoid?
Create a problem Create/Make a problem Find the volume of the Find the volume of each Find the volume of each solid
involving the perimeter involving the perimeter and following using non- solid figure by counting the figure by counting the cubes.
and area of the figure area with corresponding standard unit of cubes.
mentioned in the answers based on the given measurement.
problem. situation. 1. 1.
1. A triangle has sides 1. Ana has a rectangular Balls 1.
measuring 10 cm, herb garden that is 8 m 2.
14 cm, and 15 cm. long and 10 m wide. Marbles 2.
2. A rectangular field 2.
has a length of 26 3. Blocks
meters and a width
of 16 meters. 3.
3.

4.
4. pebbles
4.

5. mongo seeds 5.

J. Additional activities for Create a problem Create 1 problem involving Find the volume of a tetra On a grid paper, draw solids On a grid paper, draw solids
application or remediation involving the perimeter perimeter and area. pack of juice using the with the following volumes. with the following volumes.
and area using the following materials: a. 12 cm3 a. 12 cm3
following figures. 1. Pebbles b. 15 cm3 b. 15 cm3
1. 2. Mongo seeds c. 20 cm3 c. 20 cm3
2. 3. Marbles

V.REMARKS

VI.REFLECTION

No. of learners who earned 80% in ___ of Learners who ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
the evaluation earned 80% above ___ of Learners who earned 80% 80% above above above
above
No. of learners who require ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
require additional additional activities for additional activities for additional activities for additional activities for
activities for remediation remediation remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up
caught up the lesson the lesson up the lesson the lesson the lesson
___ of Learners who ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation continue to require require remediation require remediation
remediation remediation
Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work well:
well: ___ Group collaboration well: ___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Games ___ Group collaboration ___ Games ___ Games
___ Games ___ Power Point Presentation ___ Games ___ Power Point Presentation ___ Power Point Presentation
___ Power Point ___ Answering preliminary ___ Power Point ___ Answering preliminary ___ Answering preliminary
Presentation activities/exercises Presentation activities/exercises activities/exercises
___ Answering ___ Discussion ___ Answering preliminary ___ Discussion ___ Discussion
preliminary ___ Case Method activities/exercises ___ Case Method ___ Case Method
activities/exercises ___ Think-Pair-Share (TPS) ___ Discussion ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Discussion ___ Rereading of Paragraphs/ ___ Case Method ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Case Method Poems/Stories ___ Think-Pair-Share (TPS) Poems/Stories Poems/Stories
___ Think-Pair-Share ___ Differentiated Instruction ___ Rereading of ___ Differentiated Instruction ___ Differentiated Instruction
(TPS) ___ Role Playing/Drama Paragraphs/ ___ Role Playing/Drama ___ Role Playing/Drama
___ Rereading of ___ Discovery Method Poems/Stories ___ Discovery Method ___ Discovery Method
Paragraphs/ ___ Lecture Method Why? ___ Differentiated ___ Lecture Method Why? ___ Lecture Method Why?
Poems/Stories ___ Complete IMs Instruction ___ Complete IMs ___ Complete IMs
___ Differentiated ___ Availability of Materials ___ Role Playing/Drama ___ Availability of Materials ___ Availability of Materials
Instruction ___ Pupils’ eagerness to learn ___ Discovery Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Role Playing/Drama ___ Group member’s ___ Lecture Method Why? ___ Group member’s ___ Group member’s
___ Discovery Method Cooperation in doing their ___ Complete IMs Cooperation in doing their Cooperation in doing their
___ Lecture Method tasks ___ Availability of Materials tasks tasks
Why? ___ Pupils’ eagerness to
___ Complete IMs learn
___ Availability of ___ Group member’s
Materials Cooperation in doing their
___ Pupils’ eagerness to tasks
learn
___ Group member’s
Cooperation in doing
their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Colorful IMs __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
__ Unavailable Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
Technology __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Equipment Internet Lab Internet Lab Internet Lab Internet Lab
(AVR/LCD) __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__ Science/ Computer/ __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
Internet Lab __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
__ Additional Clerical
works

What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
__Reading Readiness
__Lack of Interest of
pupils
Planned Innovations:
__ Localized Videos
__ Making use big books
from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
__Fashcards
__Pictures
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Planned Innovations:
__ Localized Videos
__ Making use big books
from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
__Fashcards
__Pictures
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__Pictures

Prepared by: Noted by:

LISETTE S. GARCIA PEDRO J. DE GUZMAN

Teacher I Principal I