Schools Division Office

Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
QUARTER I

Week 6

Subject: MATH Grade Level: IV

Date: October 2, 2023 (Monday) Day : 1

Knowledge: Identifies routine from non-routine word problems

Skills:
Solves multi-step routine and non-routine word problems involving multiplication
and addition or subtraction
Attitude: Shows the value of love of work through solving word problems

Numbers and Number Sense

II. CONTENT
Solving Multi-step Routine and Non- Routine Word Problems Involving
Multiplication and Addition or Subtraction
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Mathematics, Learner’s Material

B. Other Learning Resources drill cards, activity sheets, steps on word problem solving written on powerpoint
presentations

IV. PROCEDURE

A. Reviewing or presenting the new lesson Review

In what ways can we solve non-routine word problems?
How do we solve routine word problems?

Let the pupils think of ways to solve the problem below.

B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
Mr. Santos has a coffee plantation. Each of his 45 workers receives an average
weekly pay of Php2500. How much does Mr. Santos pay weekly for his workers?
 Ask the pupils about their weekend activities.
During weekends, what activities can you do in order to help your parents?
During weekends, Casper helps his mother sell fruits in the market. On Saturday,
he sold 275 kg of mangoes. On Sunday, he sold 350 kg of melon. If those are
weekly average sales, How many kilograms of mangoes were sold in a month?
How many kilograms of melon were sold in a month? How many kilograms of
fruits were sold in all?

D. Discussing new concepts and practicing Ask:

new skills #1 How will you solve the problem?
Divide the class into 3 working groups. Provide Activity Sheet for each group.
Give them enough time to perform the task.

Group 1- How many kilograms of mangoes were sold in a month?

Group 2- How many kilograms of melons were sold in a month?
Group 3- How many kilograms of fruits were sold in all?

Let the leaders of the group present the answer.

 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

E. Discussing new concepts and practicing MATHE

Mang Tony harvested 12 500 ears of corn from each of the 12 plots of his farm,
new skills #2 while Mang Ambo harvested 8 540 ears of corn from each of his 18 plots of his
farm. Who harvested more ears of corn?

Answer: Mang Tony’s harvest

12,500 x 12 =150,000

Mang Ambo’s harvest

8,540 x 18 = 153,720

Mang Ambo harvested more ears of corn than Mang Tony.

F. Developing Mastery Use the table to answer the questions.

Appliance Sale!
TV : Php12,150
Refrigerator : Php13,999
Washing machine : Php11,650
Wall Fan : Php1,895
DVD Player : Php3,875

1. How much will two TV sets cost?

G. Finding practical applications of concepts
and skills in daily living
2. Mr. Limos bought two wall fans and a DVD player. How much did he spend?
3. Aling Tina bought a washing machine and two DVD players. How much change
did she receive from her Php20,000?
Solve the following problems.
Find the value of the word MATHEMATICS by using the letter values below.

AEIOU BCD FGH JKLMN PQRST VWXYZ

Php Php1 Php Php30 Php40 Php50
100 0 20

H. Making Generalizations and abstractions How do you solve multistep routine and non-routine word problems involving
about the lesson multiplication and addition or subtraction using appropriate strategies and tools?

To solve multistep routine word problem, we have to follow these steps:

Understand- Know what is asked for in the
problem
Know the hidden question/s
Know the given facts
Plan- -Determine the operations to be used
Write the number sentence
Solve - Show the solution
Check and Look Back – Check your answer
State the complete answer

Multistep non-routine word problems can be solved without using a standard

procedure. They can be solved by drawing a picture, using a number line, acting
out, making a table, and others.)
I. Evaluating learning Solve the following problems: Show the solutions and answers on your answer
sheet.

1. Fidel had 12 boxes of paper plates. Each box contains 36 paper plates. He used
173 paper plates for the birthday party of his son. How many paper plates were
left?

2. Mang Victor needs 405 bamboo poles for his fish pens. Mang Luis will sell him
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
98 pieces while Mang Allan will sell him 75 pieces. How many more bamboo
poles will Mang Victor need?
V. REMARKS

Date: October 3, 2023 (Tuesday) Day : 2

I. OBJECTIVES
Knowledge: States the rule in dividing 3- to 4-digit numbers by 1- digit number without and
with remainder.
Skills: Solves problem involving division of 3-to 4- digit numbers by 1-digit number
without and with remainder.
Attitude: Divides 3-to 4-digit numbers by 1-digit number with speed and accuracy.
Numbers and Number Sense
II. CONTENT (dividing 3- to 4-digit numbers by 1-to 2-digit numbers without and with
remainder)
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
Mathematics, Learner’s Material
drill cards, problem chart, pictures
Song: (Tune: M- A - T - H )
Mathematics (2x)
How it thrills (2x)
Addition, Subtraction, Multiplication, Division
Mental Math (2x)
Drill
Let the pupils divide as fast as they can.
Ex. 36 ÷ 6
24 ÷ 3
Review
Conduct a review on the terms used in division sentence.
For instance, the number that is divided is the dividend. The number that divides is
divisor. The answer in division is quotient.
Ask the pupils about the important things to do when there will be a typhoon.
Ask: What are the important things to be prepared when there is a typhoon?
Present this situation and call a volunteer to read it to the class.
Mrs. Fuentes heard a news
that there will be a super
typhoon that will arrive next
week. She bought 144 canned
goods and distributed to her 9
children. How many canned
goods will each one get?

1. What did Mrs. Fuentes hear from the news?

2. What did she buy?
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
MATHE
3. Why did she buy canned goods?
4. Is it important to prepare and be aware of disasters to come? Why?
Looking at the problem, what does it ask for?
Group the class in 5 learning teams.
Let them answer the problem by team.
Ask:
How did you find the activity?
What did you do to get the quotient?
Did you work cooperatively with your team during the activity?
Group Activity:
Group the class into 4 groups. Have them answer the given problems. Have them
solve with speed and accuracy.
Group 1: Solve the problem. Show the solution.
The Municipal Mayor received a donation of 7637 kilograms of rice distributed to
7 barangays affected by typhoon Glenda. How many kilograms of rice did each
barangay receive?

Group 2: Using the same problem. Answer the question.

If there are 8 barangays to be given rice, how many kilograms of rice will each
barangay receive?

Group 3: Find the quotient.

9 748 ÷ 4

Group 4: Divide.
3 618 ÷ 5
F. Developing Mastery Let the pupils answer the following.
Check the pupils’ answer.
1. 847÷7=
2. 968÷8=
3. 6884÷4=
4. 846÷6=
5. 7208÷4=
G. Finding practical applications of concepts Read and solve the problem.
and skills in daily living 1. Blake paid Php1,240 for 8 T-shirts. How much did each shirt cost?
2. Drake has a collection of 438 marbles. If he will place the marbles equally in 4
bottles, how many marbles will be in each bottle?
H. Making Generalizations and abstractions How do you divide 3- to 4-digit numbers by 1-digit number without or with
about the lesson remainder?
a. Divide the first partial dividend by the divisor.
b. Write the quotient above the hundreds or tens place.
c. Multiply the quotient by the divisor.
d. Write the product under the hundreds or tens place and then subtract.
e. Bring down the next partial dividend.
f. Divide the next partial dividend by the divisor.
g. Write the product under the hundreds or tens, and then subtract.
h. Write the remainder if any, in the quotient.

I. Evaluating learning Find the quotient of the following:

1. 165 ÷ 5
2.763 ÷ 7
3.6 426 ÷ 8
4.3 396 ÷ 3
5. 819 ÷ 6
V. REMARKS
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE

Date: October 4, 2023 (Wednesday) Day : 3

I. OBJECTIVES
Knowledge: States the rule in dividing 3- to 4-digit numbers by 2- digit numbers without and
with remainder.
Skills: Solves problem involving division of 3-to 4- digit numbers by 2-digit numbers
without and with remainder.
Attitude: Divides 3-to 4-digit numbers by 2-digit numbers with speed and accuracy.
Number and Number Sense
II. CONTENT
(Dividing 3- to 4-digit numbers by 1-to 2-digit numbers without and with
remainder)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Mathematics, Learner’s Material
B. Other Learning Resources drill cards, problem chart, pictures
IV. PROCEDURE
A. Reviewing or presenting the new lesson Song: (TUNE: MULBERRY BUSH)
Divide, Multiply, Subtract, Bring Down (4x)

Review
Review the past lesson.
Example: 3396÷3=

B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
Have you ever joined a tree-planting activity in your school/community? Or did
you ever plant tree seedlings in your backyard?
Why do you think is it important to plant trees?
Present this situation and call a volunteer to read it to the class.
The School Principal
conducted a Tree Planting. He
bought 2520 tree seedlings. He
distributed it to his 24 teachers.
How many tree seedlings that
each teacher get?

1. What did the School Principal do?

D. Discussing new concepts and practicing
new skills #1
2. How many tree seedlings did he buy?
3. What will you do after planting these seedlings in order to grow?
4. Do you think you are also helping protect our environment?
5. What other ways to help protect our environment?
Looking at the problem, what does it ask for?
How will you solve for the answer?
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
Group the class in 5 learning teams.
Let them answer the problem by team.
Step 1:
a. Divide: 2520÷24=1
b. Write the quotient 1 above the hundreds place.
c. Multiply the quotient 1 by the divisor.
d. Write the product 24 under the 25 hundreds.
e. Subtract: 25-24=1.

Step 2:
a. Bring down the tens digit.
b. Divide the new dividend by the divisor.
c. Write the quotient 0 above the tens place.
d. Multiply the quotient by the divisor.
e. Write the product 0 under the tens.
f. Subtract: 12-0=12
Step 3:
a. Bring down the ones digit.
b. Divide: 120÷24=5
c. Multiply: 5x 24=120
d. Subtract: 120-120=0

How did you find the activity?

E. Discussing new concepts and practicing
new skills #2
What did you do to get the quotient?
Did you work cooperatively with your team during the activity?
Group Activity:
Group the class into 4 groups. Have them solve each problem with speed and
accuracy.
Group 1: Solve the problem. Show the solution.
Kevin collected 1350 bottle caps to make doormats. He used 75 bottle caps for
each doormat. How many doormats was able to make?

Group 2: Using the same problem. Answer the question.

If he has 1405 bottle caps, how many doormats will he able to make?
Is there any remainder?
If so, how many bottle caps were not used?

Group 3: Find the quotient.

8736 ÷ 24=
Group 4: Divide.
5593÷ 86
F. Developing Mastery Let the pupils answer the following:
1. 4369÷15=
2. 6788÷29=
3. 5481÷27=
4. 5098÷36=
5. 5232÷48=
G. Finding practical applications of concepts Read and solve the problem.
and skills in daily living 1. Manang Sita was able to harvest 3638 pechay plants. If she tied them in bunches
of 17, how many bunches of pechay plant did she have in all?
2. Francis has a collection of 2670 stickers. If he will place the stickers equally in
15 boxes, how many stickers will be in each box?
H. Making Generalizations and abstractions How do you divide 3- to 4-digit numbers by 2-digit numbers without or with
about the lesson remainder?
Expected answers:
a. Decide where to place the first digit in the quotient.
b. Divide the thousands, hundreds, tens, and ones.
c. Multiply, subtract, compare, and bring down until all digits are used.
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
d. Write the remainder in the quotient, if any.
I. Evaluating learning Find the quotient of the following:
1. 4012 ÷ 17=
2. 1209 ÷ 25=
3. 9936 ÷ 23=
4. 3520÷45=
5. 5628÷ 28=
V. REMARKS

Date: October 5, 2023 (Thursday) Day : 4

I. OBJECTIVES

Knowledge: States the rule in dividing 3-to 4-digit numbers by tens or hundreds or by 1000
without remainder.

Skills: Solves problem involving division of 3-to4-digit numbers by 10,100 or 1000

without remainder.

Attitude: Gives the importance of being helpful to others in sharing how to divide 3-to 4-
digit numbers by 10,100, or 100 without remainder.
Numbers and Number Sense
II. CONTENT ( Dividing 3- to 4-digit numbers by tens or
hundreds or by 1 000 without and with remainder)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

B. Other Learning Resources window cards/flashcards, problem chart, pictures

IV. PROCEDURE

A. Reviewing or presenting the new lesson Review

A. Find the quotient

1. 217 ÷ 7 =
2. 605 ÷ 5 =
3. 144 ÷ 12=
4. 738 ÷ 25 =
B. Establishing a purpose for the lesson Ask:
a. Do you help your parents at home?
b. In what ways do you help them?
C. Presenting examples of the new lesson Present this situation and call a volunteer to read it to the class.
Kate helped her mother repack 200 canned goods to be given to10
families who were affected by fire in their barangay. How many canned
goods will each family receives?

What kind of a child is Kate?

Do you think her mother will be happy to see Kate helping her?
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

D. Discussing new concepts and practicing MATHE

Going back to the problem, what are the given facts?
new skills #1 What is asked for in the problem?
What operation will be used to solve the problem?
 Let the pupils work in pairs.
 Ask them to think of ways to find the answer.
 After the given time, ask volunteers from the pairs to show their answers on
the board. Ask: How did you find the quotient?
 Did we have the same quotient in the two methods done?
 Ask:
Which one is easier to use, the long method or the short method?
E. Discussing new concepts and practicing Have them read:
new skills #2 A stadium that needs 5000 chairs is being constructed for a city. If the chairs will
be arranged in 10 rows, how many chairs are there in a row? If the chairs are to be
arranged in 100 rows, how many chairs will there be in a row? How about
arranging the chairs in 1000 rows that are grouped by section, how many chairs
will there be in a row?

Have them study.

Therefore:

Let the pupils study the illustration. Let them compare the digits in the dividend
and the quotient.
F. Developing Mastery Follow the rule to complete each table.

Divide by 10 Divide by 100 Divide by 1000

Dividen Quotient Dividen Quotient Dividen Quotient
d d d
650 (65) 300 (3) 8000 (8)
970 (97) 100 (1) 2000 (2)
1200 (120) 4300 (43) 1000 (1)
9300 (930) 6900 (69) 6000 (6)
6000 (600) 4000 (40) 7000 (7)
G. Finding practical applications of Answer each question correctly.
concepts and skills in daily living How many 10s are there in 5 520?
How many 100s are there in 1 100?
How many 1000s are there in 39 000?
How many 100-peso bills will you need to change a 1000-peso bill?
H. Making Generalizations and abstractions How do you divide numbers by 10, 100, or 1000?
about the lesson Expected answers:
To divide numbers by 10,100, or 1000, cancel/remove as many zeros in the
dividend as there are in the divisor. Then, divide the remaining numbers.
I. Evaluating learning Find the quotient:
1. 6 000 ÷ 1000 =
2. 700 ÷ 100 =
3. 7 600 ÷ 100 =
4. 2 640 ÷ 10 =
5. 620 ÷ 10 =
VI. REMARKS
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE

Date: October 6, 2023 (Friday) Day : 5

I. OBJECTIVES

Knowledge: States the rule in dividing 3-to 4-digit numbers by tens or hundreds or by 1000
with remainder

Skills: Solves problem involving division of 3- to 4- digit numbers by tens or hundreds or

by 1000 with remainder.

Attitude: Gives the importance of being helpful to others in sharing how to divide 3- to 4-
digit numbers by 10,100, or 1000 with remainder
II. CONTENT Numbers and Number Sense
(Dividing 3- to 4- digit numbers by 10, 100, or 1000 without and with regrouping)
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

B. Other Learning Resources problem chart, pictures, flashcards with numbers divisible by 10, 100, or 1000,

IV. PROCEDURE

A. Reviewing or presenting the new lesson Drill

 Conduct a drill on dividing numbers by 10,100, or 1000 without remainder
orally.

B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
Ask the pupils about their attendance to some occasions.
Ask: Did you ever receive an invitation from your friends?
What kind of invitation did you receive?
Present this situation and call a volunteer to read it to the class.
Kiko celebrated his 9th birthday. He invited his 10 classmates. He prepared
125 giveaways for his classmates. How many giveaways did each classmate
receive?
Who celebrated his 9th birthday?
Who did he invite to his birthday?
Do you invite your friends to celebrate with you on your birthdays?
Why?
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

D. Discussing new concepts and practicing
new skills #1
MATHE
 Going back to the problem, what are the given facts? (Answer:125 and 10)
What operation will we use to solve the problem? (Answer: Division)What
will be our number sentence? (Answer:125÷10=N)
 Ask some volunteers to solve the problem on the board and let the whole
class analyze the solution.

10 r.5
10 125
- 10
5
What if the giveaways will be distributed to 100 classmates, how many giveaways
will each classmate receive?
How many will be left?
Can anyone show a solution on the board?

1 r. 25
100 125
- 100
25

E. Discussing new concepts and practicing
new skills #2
After they have shown their answers to the class, let the whole class study the
number sentences. Present these on the board.
Say: Look at the divisors in set A, set B, and set C.
Compare the digits in the dividend and the quotient. What have you noticed? How
can you get the quotient and the remainder when you divide the numbers by 10,
100, or 1000 without actually dividing it?
Expected answer.
A.
369÷10=36 r.9 The remainder is the last digit of
4671÷10=467 r.1 the dividend.

B.
652÷100=6 r. 52 The remainder is the last two digits
4129÷100=41 r.29 of the dividend.

C.
3156÷1000=3 r.156 The remainder is the last three
89123÷1000=89 r.123 digits of the dividend.

Find the quotient.

1. 456 ÷ 10
2. 821 ÷ 100
3. 395 ÷ 10
4. 4 734 ÷ 1000
5. 2 622 ÷ 1000
F. Developing Mastery Find the quotient as fast as you can.
1.456÷10 Answer: 45 r.6
2.821÷100 8 r. 21
3.3245÷10 324 r.5
4.4734÷1000 4 r.734
5.1970÷1000 1 r.970
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

G. Finding practical applications of Complete the table. MATHE

concepts and skills in daily living Dividend ÷10 ÷100 ÷1000
1.1488
2.5783
3.8957
4.9231
5.2643
H. Making Generalizations and abstractions How do you divide numbers by 10, 100, or 1000 with remainder?
about the lesson Expected answers:
 In dividing 3- to 4-digit numbers by 10 with remainder, the last digit in
the
dividend is the remainder while the remaining digits represent the
quotient.
 In dividing 3- to 4-digit numbers by 100 with remainder, the last two
digits of the
dividend is the remainder while the remaining digits represent the
quotient.
 In dividing 3- to 4-digit numbers by 1000 with remainder, the last three
digits of the
dividend is the remainder while the remaining digits represent the
quotient.

I. Evaluating learning Find the quotient:

1.777÷10=
2.406÷10=
3.275÷100=
4.7442÷1000=
5.6458÷1000=
VII. REMARKS

Prepared By: Checked By:

KIMBERLY F. SUERTE MR. ARGIE CASTRO, MT-I

Teacher I Master Teacher In-Charge

Approved By:

JOSEPINA D. VILLAREAL EdD

Principal IV