Schools Division Office

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

MATHE
QUARTER I

Week 7

Subject: MATH Grade Level: IV

Date: October 9, 2023 (Monday) Day : 1

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.
Values: 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 Mathematics for Learners

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

IV. PROCEDURE

A. Reviewing or presenting the new lesson Review

B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
A. Find the quotient.
1. 217 ÷ 7 =
2. 605 ÷ 5 =
3. 144 ÷ 12=
4. 738 ÷ 25 =
Ask:
a. Do you help your parents at home?
b. In what ways do you help them?
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?
Going back to the problem, what are the given facts?
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?
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
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
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 concepts Answer each question correctly.

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 =
V. REMARKS

Prepared By: Checked By:

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

Teacher I Master Teacher In-Charge

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

Approved By: MATHE

JOSEPINA D. VILLAREAL EdD

Principal IV

Date: October 10, 2023 (Tuesday) Day : 2

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.
Values: 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
Numbers and Number Sense
II. CONTENT (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 Mathematics for Learners

2. Learner’s Materials Pages
B. Other Learning Resources Powerpoint presentation, problem chart, pictures, flashcards with numbers
divisible by 10, 100, or 1000

IV. PROCEDURES
A. Reviewing or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
D. Discussing new concepts and practicing
new skills #1
Drill
 Conduct a drill on dividing numbers by 10,100, or 1000 without remainder
orally.
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?
 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
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

E. Discussing new concepts and practicing
new skills #2
- 100 MATHE
25
After they have shown their answers to the class, let the whole class study the
number sentences. Present these on the board.
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.

F. Developing Mastery Find the quotient as fast as you can.

1.456÷10
2.821÷100
3.3245÷10
4.4734÷1000
5.1970÷1000
G. Finding practical applications of Complete the table.
concepts and skills in daily living Dividend ÷10 ÷100 ÷1000
1.1488
2.5783
3.8957
4.9231
5.2643
H. Making Generalizations and How do you divide numbers by 10, 100, or 1000 with remainder?
abstractions 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=
J. Remarks

Prepared By: Checked By: Approved By:

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

KIMBERLY F. SUERTE ARGIE CASTRO MATHE

JOSEPINA D. VILLAREAL, EdD.
Date: October 11, 2023 (Wednesday) Day : 3
I. OBJECTIVES
Knowledge: Estimate the quotient of 3-to 4- digit dividends by 1- to 2- digit divisors with
reasonable results.
Skills: Give the rounded numbers to the nearest tens, hundreds and thousands.
Values: Tell the importance of being thankful and thrifty.
II. CONTENT Numbers and Number Sense
Estimating Quotient of 3-4 Digit dividends by 1-to 2- digit Divisors
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Mathematics for Learners
2. Learner’s Materials Pages
B. Other Learning Resources powerpoint presentation, flashcards, show-me boards, pictures
III. PROCEDURE
A. Reviewing or presenting the new lesson Have a drill on basic division facts using flashcards.
1)400÷10 2) 600÷100 3) 7865÷1000 4) 275÷100 5) 738÷10
 Tell the place value of the underlined digit and then round it.
1. 45 4. 965
2. 62 5. 7432
3. 36
B. Establishing a purpose for the lesson Show some picture of faces.
Have them identify these faces.
Ask:
a) Do you love surprises?
b)When do you give a surprise to your loved ones?
c) How do you feel when you see in their faces that they like your surprise?
C. Presenting examples of the new lesson Annie wants to surprise her mother on her coming birthday next month. She wants
to give a bag cost Php480 as a gift. If she plans to save Php15 a day, about how
many days will she need to save to be able to buy the gift?
Ask:
a) What kind of daughter is Annie?
b) Do you give surprises to your parents?
c) Do you save money? Why?
d) Looking back to the problem, what word/s suggests that we need only to
estimate?
D. Discussing new concepts and practicing “Estimating is an educated guess. There are times when an estimate is needed and
new skills #1 not the actual one.”
Say: “Let us solve and analyze the solution to the problem.”
25 estimated quotient
15)480 20)500 20)500 2) 50
-4
10
-10
0
So, Annie needs 25 days to save to be able to buy the gift.
32
15)480
-45
30
-30
0
E. Discussing new concepts and practicing a) How is estimation done in the solution we have in the problem?
new skills #2 b) What was done first to the divisor and the dividend?
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
c) What was cancelled in the rounded divisor and dividend?
d) What was done next?
Now, let us compare the actual answer to the estimated one.
a) Are the quotients the same or different?
b) How near or far is the estimated answer to the actual one?
“There are times that the estimated answer is too large or small if we round both
the divisor and the dividend to the highest place value.”
F. Developing Mastery Let the pupils study Explore and Discover on page 62 of the LM Math Grade 4.
Emphasize that the Rounding Method is done by rounding the divisor to the
highest place value. Then think of a dividend that can be divided by the rounded
divisor exactly but is very near to the given dividend.
G. Finding practical applications of concepts  The class will be divided into 3 groups.
and skills in daily living  Each group will pick out a problem written on a rolled paper.
 They need to solve the problems by group.
 Afterwards, each group will report in class their answer.
 They will do it in 5 minutes.
H. Making Generalizations and abstractions How do you estimate the quotient of 3-to 4-digit numbers by 1- to 2- digit
about the lesson numbers? To estimate quotients, round the divisor to the highest place value and
use compatible numbers for the dividend to divide. This will make your estimated
quotient reasonable.
I. Evaluating learning Estimate the quotient by rounding method.
1. 613÷3=
2. 876÷9=
3. 9563÷16=
4. 2962÷32=
V. 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
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

MATHE
Date: October 12, 2023 (Thursday) Day : 4

I. OBJECTIVES

Knowledge: Estimates the quotient of 3-to 4- digit dividends by 1- to 2- digit divisors with
reasonable results
Skills: Gives the rounded numbers to the nearest tens, hundreds and thousands

Values: Tells the importance of being thankful and thrifty

II. CONTENT Numbers and Number Sense

Estimating Quotient of 3-4 Digit dividends by 1-to 2- digit Divisors
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages Mathematics for Learners

2. Learner’s Materials Pages

B. Other Learning Resources powerpoint presentation, flashcards, show-me boards, pictures

IV. PROCEDURE

A. Reviewing or presenting the new lesson Have a drill on basic division facts using flashcards.

Tell the place value of the underlined digit and then round it.
1. 65 3. 852
2. 213 4. 9563
B. Establishing a purpose for the lesson Let the pupils act out the different faces.
Ask: What should be the face of a happy person? Sad person? Frustrated or
Depressed? Surprise?

How do you feel if somebody gives you a basket of ripe mango?

C. Presenting examples of the new lesson
D. Discussing new concepts and practicing
new skills #1
Liza placed 632 mangoes in 7 baskets. About how many mangoes should each
basket have?
a. What is asked in the problem?
b. What operation are you going to use?
c. Do we need the exact answer in the problem?
d. What word/s suggests that we need only to estimate?
e. Can you solve the problem by rounding method? Why?
” There are times when compatible numbers are used to estimate quotients”.
Compatible numbers – when the divisor exactly divides the dividend without
remainder.

Example:
The compatible number of 632÷7 is 630÷7=N
Since 63 is compatible with 7, so 630÷7=90.

Have the pupils study the example.

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

8)6352 MATHE
8)6400 * 64 is compatible with 6 since 64 ÷ 8 =8
800
8)6400 * So, 6352 ÷ 8 8)6400

Let the pupils find the compatible numbers.

5364÷6=
1635÷24=
E. Discussing new concepts and practicing a. How is estimation done in the solution we have in the problem
new skills #2 b. What was done first to the divisor and the dividend
c. If the rounded dividend and the divisor cannot be divided exactly, what will you
do?
Now, let us compare the actual answer to the estimated one.
Estimated Quotient Actual Quotient
60 61
4) 244 4)240 4)244
-24 -24
00 04
-0 -4
0 0

a.Are the quotients the same or different?(Different)

b. How near or far is the estimated answer to the actual one?

F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living
“One way to make our estimated answer reasonable or close to the exact answer
is by using compatible numbers.”
Pupils will be asked to do the exercises under Get Moving letter B on p.63 of LM
Math Grade 4.
 The class will be divided into 3 groups.
 Each group will pick out a problem written on a rolled paper
A.1) 546 ÷ 5 = B. 1) 423 ÷ 2 =
2) 5534 ÷ 3 = 2) 7561 ÷ 4 =

C. 1) 9562 ÷ 5 =
2) 753 ÷ 8 =
 They will solve the problems by group.
 Afterwards, each group will report in class their answer.
 They need to do it in 5 minutes.
H. Making Generalizations and abstractions How do you estimate the quotient of 3-to 4-digit numbers by 1- to 2- digit
about the lesson numbers using Compatible Number Method?
What are compatible numbers? Compatible numbers are numbers that look nice
or friendly with each other when we do mental calculation to estimate a product,
but especially a division. Some examples of compatible numbers when doing
division are 400 and 10, 36 and 6, 2400 and 12, and 64 and 8.
I. Evaluating learning Estimate the following using the Compatible Number Method
1. 4567÷93=
2. 9536÷16=
3. 7286÷6=
4. 2436÷64=
VI. REMARKS
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

Prepared By: MATHE Checked By:

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

Teacher I Master Teacher In-Charge

Approved By:

JOSEPINA D. VILLAREAL EdD

Principal IV

Date: October 13, 2023 (Friday) Day : 5

I. OBJECTIVES

Knowledge: Identifies 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
Skills: 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
Values: Participates actively during group activity in solving routine and non -routine
problems
II. CONTENT Numbers and Number Sense (Solving Routine and non-routine problems
involving division.
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages Mathematics Learner’s Material 4

2. Learner’s Materials Pages

B. Other Learning Resources Powerpoint presentation, chart on word problems, picture of a forest

IV. PROCEDURE

A. Reviewing or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
Recall the steps in solving word problems
What is asked in the problem?
What are the given facts?
What operation to be used?
What is the number sentence?
What is the answer?
Show a picture of a forest.
a. Have you been to a forest?
b. Is it necessary for us to conserve our forest? Why?
A total of 1845 pupils in Cavite joined the tree-planting program. If there were 15
barangays, how many pupils in each barangay joined the tree-planting program?
a.What is asked in the problem?
b.What are the given facts?
c.What word clue would help you solve the problem?
d. What operation to be used?
e.What is the number sentence?
 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
F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living
MATHE
f. What is the answer?
Let us have another problem. (The problem will be posted in the powerpoint
presentation)
A club started a meeting with some members .Each time the club met, each
member brought one new member. If 96 members attended the fifth meeting,
how many members did the club start?
a. What is asked in the problem?
b. What are given facts?
 There are times when some problems can be solved in other ways. Try to
solve the problem.
 Pupils will be grouped into 5 and have a group discussion about the problem
and think of ways of solving it. They need to do it in 5 minutes.
 Have the groups present and explain how they got the answer to the problem.
Let us solve and discuss another problem.
1. Nena bought one buy one take one blouse. She paid Php 1256. How much did
each blouse cost?
2. Kathleen opened her math book and found that the sum of the pages facing her
was 243. What pages did she open to?
 Group the pupils into 2.
 Let each group solve problems 1 and 2
Solve the problem
How many ten thousands are there in one million?
Solve the problem below.
1. Kristine’s round trip jeepney fare to school is Php 16 a day. If she has Php 200
for jeepney fares to school, how many round trips to school would that be?

What is asked in the problem?

What are given facts?
What operation to be used?
What is the number sentence?
What is the answer?
H. Making Generalizations and abstractions A. How do we solve routine problems?
about the lesson
The steps in solving routine problems

Understand – Know what is asked , what are given

Plan –Know the operation. write the number sentence
Solve - Write the correct answer /units and label your answer
Check and look back- Review and check your answers

B.What strategies do we use in solving non-routine problems?

Read and analyze the problem carefully. Tell what is asked and
Given Then use other strategies like act out the problem, listing /table method,
guess and test, drawing /making diagram, using patterns, working backwards.
I. Evaluating learning Solve the following problems.
A. Grace orders 200 flowers to be placed in 8 big vases. How many flowers will
each vase have?
1. What is asked in the problem?
2. What are given facts?
3. What operation to be used?
4. What is the number sentence?
5. What is the answer?

B. The quotient is 56 and the divisor is 12. The dividend is 681. I am the
remainder. What number am I?
 Schools Division Office
Department of Education
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Pedro Gil St., Paco, Manila

VII. REMARKS MATHE

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