School: APLAYA ES Grade Level: IV

DAILY LESSON LOG Teacher: MICHELLE T. EPINO Learning Area: MATH

Teaching Dates &
Time: September 11-15, 2023 (Week 3) Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners ….. The learners ….. The learners ….. The learners ….. The learners …..
1. demonstrates understanding 1. demonstrates understanding 1. demonstrates understanding of 1. demonstrates understanding 1. demonstrates understanding
of whole numbers up to of whole numbers up to whole numbers up to 100,000. of whole numbers up to of whole numbers up to 100,000.
100,000. 100,000. 2. demonstrates understanding of 100,000. 2. demonstrates understanding
2. demonstrates understanding 2. demonstrates understanding multiplication and division of 2. demonstrates understanding of multiplication and division of
of multiplication and division of of multiplication and division of whole numbers including of multiplication and division of whole numbers including
whole numbers including whole numbers including money. whole numbers including money.
money. money. money.
B. Performance Standards The learner ….. The learner ….. The learner ….. The learner ….. The learner …..
1. is able to recognize and 1. is able to recognize and 1. is able to recognize and 1. is able to recognize and 1. is able to recognize and
represent whole numbers up to represent whole numbers up to represent whole numbers up to represent whole numbers up to represent whole numbers up to
100,000 in various forms and 100,000 in various forms and 100,000 in various forms and 100,000 in various forms and 100,000 in various forms and
contexts. contexts. contexts. contexts. contexts.
2. is able to apply multiplication 2. is able to apply multiplication 2. is able to apply multiplication 2. is able to apply 2. is able to apply multiplication
and division of whole numbers and division of whole numbers and division of whole numbers multiplication and division of and division of whole numbers
including money in including money in including money in mathematical whole numbers including including money in mathematical
mathematical problems and mathematical problems and problems and real-life situations. money in mathematical problems and real-life situations.
real-life situations. real-life situations. problems and real-life
situations.
C. Learning Competencies/ Multiplies numbers up to 3-digit Multiplies numbers up to 3-digit Estimates the products of 3- to 4- Estimates the products of 3- to Multiplies numbers up to 3-digit
Objectives numbers by up to 2-digit numbers by up to 2-digit digit numbers by 2- to 3- digit 4-digit numbers by 2- to 3- numbers by up to 2-digit
( Write the Lode for numbers without or with numbers without or with numbers with reasonable results digit numbers with reasonable numbers without or with
each) regrouping. regrouping. M4NS-Ic-44.2 results M4NS-Ic-44.2 regrouping.
M4NS-Ic-43.7 M4NS-Ic-43.7 M4NS-Ic-43.7
Estimates the products of 3- to
4-digit numbers by 2- to 3- digit
numbers with reasonable results
M4NS-Ic-44.2
II. CONTENT Multiplying Numbers without Multiplying Numbers with Estimating Products Estimating Products
(Subject Matter) Regrouping Regrouping

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials Modules Modules Modules Modules Modules
from Learning Resource
LR portal
B. Other Learning Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
Resources pictures pictures pictures pictures pictures
IV. PROCEDURE
A. Reviewing previous Lesson Perform the indicated operation Match the multiplication Find the estimated product by Direction: Estimate the product Weekly Summative Test/Weekly
or presenting new lesson to determine which fruit is the expression in column A with its rounding each factor to its Progress Check
product of each tree. corresponding product in column highest place value.
B. Write the letter of the correct

B. Establishing a purpose for In this lesson, you will deal with
the lesson multiplying numbers up to 3 –
digit numbers by 2 – digit
numbers with and without
regrouping. Always
remember that in multiplication,
the position of the factors does
not affect the answer.
You will be using the lattice
method, place value chart, long
and short method of multiplying
numbers.
C. Presenting examples/ The seller opened 21 boxes of
instances of the new apples. Each box had 122
lesson. apples.
How many apples were there in
all?
How did you come up with the
correct answer?
What is your answer?
D. Discussing new concepts The seller opened 21 boxes of
and practicing new skills. apple. Each box had 122 apples.
How many apples were there in
#1
all?
There are several ways to come
up with the correct answer. Let
us use first the lattice method.
Lattice Method:
a. Draw a 3 by 2 rectangle and
position the factors as shown
below.
answer.
In this lesson, you are going to
multiply 3 – digit numbers by up
to 2 – digit numbers with
regrouping.
Roberto harvested 105 kilos of
Palay. He sold them at 16 pesos
a kilo. How much did Roberto
earn?
The answer is: Roberto earned 1
680 pesos.
Let us try again but this time
with regrouping.
Wyndham receives a daily
allowance of Php185. How much
does he receive in 25 days?
Lattice Method:
a. Draw a 3 by 2 rectangle and
position the factors as shown
below.
b. Multiply each digit above by
To estimate products, round off
both factors to the greatest/
highest place value, then multiply
the rounded factors.
Please read and analyze the
problem carefully.
How many mangoes was he able
to harvest from one tree?
How many mango trees does he
have?
What is asked in the problem?
What phrase in the problem
indicates that an estimated
product is being asked for?
How can we find the estimated
number of mangoes harvested?
Let us study how to estimate the
product.
The phrase “about how many”
does not ask for an actual
answer but an estimate. The
required answer can be solved by
estimating the product.
Study the solution below.
The given numbers are 571
mangoes and 32 mango trees.
In this lesson, you are going to
deal with estimating products
of 3 – to 4- digit number by 2-
to 3 – digit number. Estimating
the answer is a little less or
more than the exact answer.
You will use your prior
knowledge on rounding
numbers and multiplying up to
3 – digit number by up to 2 –
digit number. You will also
recall multiplying numbers that
ends with Zero.
About how many Santol do you
think are contained in the
basket?
If there are 272 Santol fruit in
each basket, what is the
estimated total number of
santol?
In estimating products, we
round off the factors to its
nearest highest place value,
then multiply the rounded
numbers.
Look at the illustration below:
Note: In rounding off numbers
to its nearest highest/greatest
place value, only one whole
number is retained and the rest
will be 0. Then multiply the
estimated factors. Since it ends
in zero/s multiply the non zero

b. Multiply each digit above by
each digit on the side. Write the
digit’s product as shown:
c. Add down the numbers along
the diagonals.
d. The answer, read counter
clockwise, is 2 562.
E. Discussing new concepts Using the place value chart :
and practicing new skills Step 1. Multiply 1 Hundreds, 2
#2. Tens and 2 Ones by One.
Step 2. Multiply 1 Hundreds, 2
Tens and 2 Ones by 2 Tens.
Step 3. Add the partial products
to get the final product
F. Developing Mastery Find the product of 211 x 33 by
each digit on the side. If the
product is 1-digit number write
the result in the lower portion of
the diagram. On the other hand,
if the product is a 2-digit
number write the tens digit in
the upper portion of the diagram
and the ones digit in the lower
portion.
c. Add down the numbers along
the diagonals. If you need to
carry a number, add it to the
next group of diagonals.
d. The answer, read counter
clockwise, is 4 625
Using the place value chart as
shown below:
Step1. Multiply 1 Hundreds, 2
Tens and 2 Ones by 4 Ones.
Step 2. Multiply 1 Hundreds, 2
Tens and 2 Ones by 2 Tens.
Step 3. Add the partial products
to get the final product
Find the correct answer of 368 x
Hence, there are about 18 000
mangoes that can be harvested
this season.
• Take note that the number of
zeroes in the rounded factors
should be attached to the product
of the non-zero digits. The factors
are the numbers being multiplied
to get the product.
To check if the estimated product
is reasonable, we have to find the
actual product and compare it
with the estimated product.
Notice that the estimated product
is close to the actual
product.
Other examples:
Let us estimate the product of the
following multiplication
expressions.
Look at the table below. Write the
digits, and count the number of
zeros as the estimated product.
Read the problem:
If there are 335 apples in one
box, about how many apples
are there in 26 boxes?
How will you solve the
problem?
➢ The phrase “about how
many” does not ask for an
actual answer but an estimate.
You need to estimate the
product.
➢ How will you do it?
Study the solution below:
➢ Round off each of the factor
to its highest place value; then
multiply the rounded number.
Answer: There are about 9,000
apples in 26 boxes.
➢ You can find the actual
product to see if the estimated
product is reasonable.
Direction: Read carefully and
 (Lead to Formative using: 53 by using: estimated amount of each fruit estimate the product.
Assessment 3) and answer the questions below 1. Layla can read at the rate of
on your notebook. 56 pages of a book in one day.
About how many pages can she
read in 27 days?

1. How much does 565

G. Finding practical
application of concepts and
skills in daily living
H. Making Generalizations
and Abstraction about the
Lesson.
I. Evaluating Learning
Direction: Match the product in
Column A with the multiplication
sentence in Column B. Write
your answer on the space
provided before
each number.
How do you multiply –digit
number by –digit number?
To multiply 3 – digit number by
2 – digit number, multiply the
ones place of the multiplier to
each of the multiplicand to get
the partial product. Then
multiply the tens digit of the
multiplier to each of the
multiplicand to get the second
partial product. Finally, add the
partial products to determine
the final result.
Solve the following using any of
the methods you’ve learned a
while ago.
Direction: Use the tally below to
compute the sales of the day.
How do you multiply –digit
number by –digit number with
regrouping?
To multiply 3 – digit number by
up to 2 – digit number, multiply
the ones place of the multiplier
to each of the multiplicand to
get the partial product. Then
multiply the tens digit of the
multiplier to each of the
multiplicand to get the second
partial product. Finally, add the
partial products to determine
the final result.
Direction: Solve the following
using any method you’ve
learned.
pineapples cost?
2. How much does 89 papayas
cost?
3. How much does 639 dragon
fruits cost?
4. How much does 789 avocados
cost?
5. How much does 390 jackfruits
cost?
Estimate each product. Then,
compare the two estimated
products. Write the correct
symbol ˃, ˂ or = in the box.
How do we estimate the product
of 3- to 4- digit numbers by
2- to 3- digit numbers?
• To estimate the product, round
each factor to its greatest place
value, and then multiply the
rounded factors.
Which is the most reasonable
estimated product in the options
given? Choose the letter of the
correct answer.
1. 105 x 46
a. 500 b. 5 000
c. 6 000 d. 6 500
2. 218 x 62
a. 13 000 b. 12 500
5. A store sold 715 cans of
soda for Php35. About how
much is the
total sales of soda in the said
store?
Direction: Read each paragraph
carefully and answer the questions.
1. The Girl Scouts of Valencia City is
engaged in rose gardening. They
gather 5 125 roses a day and sell
them. About how many roses can
they gather in 24 days?
2. A barangay has a population of 3
741 families. Each family received
28 canned goods. About how many
canned goods were distributed to
the barangay?
3. How many zeros will be in the
product of 500 and 700?
What is the product?
The phrase “about how many”
does not ask for an actual
answer but an estimate.
To estimate the product, you
round off the factors to the
nearest highest/greatest place
value then multiply the
rounded numbers.
Multiply the non-zero digits and
count the number of zeros. The
product is obtained by
multiplying the rounded
numbers and affixing the
number of zeros from the
factors.
Direction: Estimate the product
 c. 12 000 d. 11 000
3. 327 x 192
a. 60 500 b. 60 000
c. 50 500 d. 50 000
4. 268 x 432
a. 120 000 b. 120 500
c. 130 000 d. 130 500
5. 2 627 x 154
a. 500 500 b. 600 000
c. 605 000 d. 700 000

J. Additional Activities for

Application or Remediation
V. REMARKS
VI. REFLECTION
A. A. No. of learners earned Earth Mercury Earth Mercury Earth Mercury Earth Mercury Earth Mercury
Jupiter Neptune Venus Jupiter Neptune Venus Jupiter Neptune Venus Jupiter Neptune Venus Jupiter Neptune Venus
80%in the evaluation.
B . No. of learners who required Earth Mercury Earth Mercury Earth Mercury Earth Mercury Earth Mercury
Jupiter Neptune Jupiter Neptune Jupiter Neptune Jupiter Neptune Jupiter Neptune
additional activities for Venus Venus Venus Venus Venus
remediation who scored below
80%
C. Did the remedial lesson Earth Mercury Earth Mercury Earth Mercury Earth Mercury Earth Mercury
Jupiter Neptune Jupiter Neptune Jupiter Neptune Jupiter Neptune Jupiter Neptune
work? No. of learners who have Venus Venus Venus Venus Venus
caught up with the lesson.
C. Did the remedial lesson Earth Mercury Earth Mercury Earth Mercury Earth Mercury Earth Mercury
Jupiter Neptune Jupiter Neptune Jupiter Neptune Jupiter Neptune Jupiter Neptune
work? No. of learners who have Venus Venus Venus Venus Venus
caught up with the lesson.
D. No. of learner who continue Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
to require remediation ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials

E. Which of my teaching
strategies worked well? Why did
these work?
C. Did the remedial lesson
work? No. of learners who have
caught up with the lesson.
Prepared by:
MICHELLE T. EPINO
Master Teacher I
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
Checked by:
GUADALUPE R. FACTORIZA
School Principal III
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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