School: Grade Level: IV

GRADES 1 to 12 Teacher: Learning Area: MATH

DAILY LESSON LOG Teaching Dates and Time: (Week 8) Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learner demonstrates understanding of multiplication and division of whole numbers including money.
B. Performance Objective The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life situations.
C. Learning Competencies Performs a series of two or Performs a series of two or Performs a series of two or Performs a series of two or Performs a series of two or
(Write the LC code for more operations. more operations. more operations. more operations. more operations.
each) MELC 16 MELC 16 MELC 16
MELC 16 MELC 16
I. CONTENT Performing Series of Performing Series of Performing Series of Performing Series of Performing Series of
(Subject Matter) Operations (MDAS) Operations (MDAS) Operations (MDAS) Operations (MDAS) Operations (MDAS)

II. LEARNING Quarter Module 14 MATH Quarter Module 14 MATH Quarter Module 14 MATH Quarter Module 14 MATH Quarter Module 14 MATH
RESOURCES Math 4 PIVOT Learner’s Math 4 PIVOT Learner’s Math 4 PIVOT Learner’s Math 4 PIVOT Learner’s Math 4 PIVOT Learner’s
A. References Material Material Material
Material Material
(MELC 16) (MELC 16) (MELC 16)
(MELC 16) (MELC 16)
1. Teachers Guide pages pp. 103-106 pp. 103-106 pp. 103-106 pp. 103-106 pp. 103-106
2. Learners Material Pages pp.82-84 pp. 82-84 pp. 82-84 pp. 82-84 pp. 82-84
3. Textbook pages
4. Additional Materials
from LRDMS
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing past lesson or Perform the indicated Answer the following drill Find the missing numbers. Perform the indicated Solve the following.
presenting the new operation. before proceeding to the 1) 24 ÷ 4 + 10 ÷ 5 + 6 operations.
lesson (Drill/Review/ 1) 5 341 lesson. = ___ + 10 ÷ 5 + 6 1) 14 – 8 + 3 = ___
Unlocking of -1 372
1) 67 x 8 = ___ + ___ + 6 2) 8 x 2 + 5 = ___
Difficulties)
 2) 2 483 2) 99 ÷ 3 = ___ 3) 6 + 8 ÷ 2 = ___
- 786 3) 135 – 26 4) 18 – 10 ÷ 2 = ___
4) 456 + 98 2) 18 – 15 ÷ 5 x 2 + 8 5) 25 – 7 x 3 = ___
3) 9 918
5) 246 ÷ 2 = 18 - ___ x 2 + 8
+ 8 738
6) 5 670 ÷ 9 = 18 - ___ + 8
4) 425 ÷ 17 = 7) 658 x 34 = = 18 + 8
8) 5 122 x 6 = = ___
5) 8 712 x 3 = 9) 6 108 ÷ 12 =
10) 4 396 - 739 = 3) ___ x 2 + 1 = 5
= ___ + 1 = ___

4) (9 + ___ ) ÷ 6 = ___
___ ÷ 6 = 2

B. Establishing a purpose of Have a Game. “Giant Step-
the new lesson Big Winner”
(Motivation)
Have a game on basic facts
using flashcards of MDAS.
Mechanics:
1. Choose two
representatives from the
class.
2. Let the representatives
stay and stand at the back
and answer the flashcards.
3. Flash the basic cards.
4. The first one who gives
the answer will step
forward.
5. The first one to reach the
front desk will be the
5) 15 ÷ 5 x ___ = 12
___ x ___ = 12
Have you experienced being Mix and Match
absent from school for a week
because you were sick and Provide 5 cards of number
sentences and answers.
upon returning, you had to
take a quiz or summative test Mechanics:
on that day? How did you 1. If the teacher says “Mix” the
feel? participants will scatter.
2. If the teacher says “Match”
the participants will find their
partner.
Number sentence = answer
12 x 6 ÷ 4
9–7+3
Let’s play the end game! Have a game. “Pass the Ball”
Provide 5 equations and place
1. 6 → +4 → -5 →+5 → ___ in the basket.
2. 7 → x7 →+10 →-8 → ___
Mechanics:
3. 64 → ÷8 → x5 → -15 →
___ 1. Play a math song.
4. 8 → x9 → +10 → -3 → 2. Pass the ball. Once the
___ song stops, the pupil who is
5. 17 → x3 → x5 →÷15 → holding the ball will be the
___ one to answer one of the
equations inside the basket.
3. Repeat until all equations
will be answered.
23
18
 winner.
18 – 12 ÷ 2 3

C. Presenting Look at the following
Examples/instances of operations below.
the new lesson
(Presentation) Have you encountered
equations like these?
Observe the example below
and do the different tasks
after you understand this
lesson.
2 x 3 + 20
24 ÷ 2 + 13 - 16
D. Discussing new concepts To solve the equation, we
and practicing new skills will use the MDAS Rule.
no.1 (Modeling)
MDAS refers to the basic
operations such as
Multiplication, Division,
Addition and Subtraction.
The rules must be followed
to solve the equation like
Miguel was absent for a week
because he was sick. When he
got back to school, he had to
take a test. Items for the test
are given below:
Do you think Miguel can
answer the test correctly?
Why? What do you think he
will do? If you were his
classmate, what would you do
to help him? What do you feel
when you help someone?
Why?
To find each value, we can use
the MDAS rule. MDAS stands
for the four basic operations -
Multiplication, Division,
Addition,
and Subtraction.
First, multiply or divide as
they come from left to right.
Observe the following Answer the following
mathematical sentences.
How were you able to find the
solution?
How many operations were
there in each question?
In this example, the first
operation to execute is
multiplication, based on its
order from left to right.
5×8+4÷2=N
Look at the number sentences
equations carefully: below.
1) 9 × 6 + 71
2x3+4=N
2) 15 ÷ 3 × 4 - 5
3) What is the difference
between the sum of 35 – 6 x 3 = N
288 and 144 and
product of 24 and 15?
7x9–3+8=N
Have you encountered
problems like these?
How did you get the answer?
How many operations are
there in each problem?
Study the following:
2 x 3 + 4 Rule 1
In this example, the first
operation to execute is 6+4 Rule 2
multiplication, based from its
order from left to right. 10
9 × 6 + 71 Thus, 2 x 3 + 4 = 10
Multiplying 9 and 6 will give
you a product of 54.
these. Multiplying 5 and 8 will give 54 + 71
Rule 1: Multiply or divide you a product of 40.
first in the order as they
40 + 4 ÷ 2 = N
come from the left to right.
Division is the next operation to
2 x 3 + 20 use, from left to right. The
6 + 20 product is 2.
26
40 + 2 = N
24 ÷ 2 + 13 - 16 Second, add or subtract in the Add 40 and 2 in order to get the division, based from its order
12 + 13 - 16 order they appear from left to final answer, 42.
25 - 16 right.
9 Dividing 15 and 3 will give
From left to right, the first
Rule 2: Add or subtract in operation to use is division.
order as they come from 12 – 3 + 18 ÷ 3 × 5 = N
left to The quotient of 18 and 3 is 6.
right. 12 – 3 + 6× 5 = N
The product of 6 and 5 is 30.
12 – 3 + 30 = N
After dividing and multiplying,
the next operation from left to
right is subtraction. When you
deduct 3 from 12, you’ll get 9.
9 + 30 = N
Lastly, the sum of 30 and 9 is
39.
From left to right, the first
operation to use is
multiplication.
36 – 6 × 8 ÷ 4 = N
The product of 6 and 8 is 48.
35 - 6 x 3 Rule 1
Finally, add 54 and 71 in
order to get the final answer, 35 - 18 Rule 2
125.
17
Thus, 35 x 6 x 3 = 17
In the second equation, the
first operation to execute is
from left to right.
15 ÷ 3 × 4 - 5
you a quotient of 3.
3×4-5
Then, multiply 3 and 4 to get
the product, 12.
Finally, subtract 5 from 12 to
get the difference, which is 7.
In the third problem, it must
be written as an equation in
order to solve it correctly.
What is the difference
between the sum of 288 and
144 and product of 24 and
15?
288 + 144 – 24 ×15
If you multiply 24 and 15,
you’ll get 360.
288 + 144 – 360
After getting the products
 36 – 48 ÷ 4 = N
The quotient of 48 and 8 is 12.
36 – 12 = N
Lastly, subtract 12 from 36 to
find the final answer, 24.
execute the operation from
left to right. The sum of 288
and 144 is 432. The
difference between 432 and
360 is 72.

E. Discussing new concepts This activity allows you to Solve the following Solve the following equations: Solve the following Complete the table. Write the
and practicing new skills perform the four expressions. 1) 15 + 12 × 25 ÷ 5 equations. Show your solution and your final
no.2 (Guided Practice) fundamental operations solutions and encircle the
1. 25 x 6 – 13 x 4 2) 8 + 7 – 6 ÷ 3 answer in the appropriate
independently. Choose the final answer.
2. 19 – 12 ÷ 2 columns.
letter of the correct answer. 3) 26 – 13 + 6 × 3 1. 9 x 3 – 16 ÷ 4
Write it in your notebook. 3. 48 ÷ 3 x 4 – 12 + 8
2. 10 – 6 + 4
4. 72 ÷ 9 x 11 4) 4 × 9 ÷ 2 × 10 + 40 3. 18 ÷ 3 x 4 – 6 + 9
1. 8 + 96 ÷ 2 5. 3 x 6 ÷ 2 4. 60 + 48 ÷ 2 x 4
5) 3 × 6 + 14 + 39 × 3
a. 56 5. 30 ÷ 2 x 4 – 8 + 9
b. 57
c. 58
2. 42 ÷ 6 - 3
a. 5
b. 4
c. 3
3. 79 – 12 x 4
a. 31
b. 32
c. 33
4. 3 x 5 – 10
a. 3
b. 4
c. 5
5. 42 – 15 ÷ 5
a. 37
b. 38
c. 39
F. Developing Mastery Pair & Share Activity: Pair & Share Activity: Group Activity: Group Activity: Group Activity:
(Leads to Formative
 Assessment 3.) Simplify the mathematical Evaluate the following Evaluate the following Evaluate the following Solve the following equation.
(Independent Practice) expressions and then solve. expressions. Show your expressions. Write the answer expressions. Write the answer 1) 4 + 8 ÷ 2 - 7 =
1. 4 x 9 + 9 solutions in your notebook and on your answer sheet. on your answer sheet. 2) 12 x 3 – 4 + 0 =
2. 15 – 2 x 5 1) 12 ÷ 3 + 8 1)12 5x8–4+9 3) 12 + 13 – 4 x 5 =
encircle the final answer.
3. 24 – 2 x 9
1)7 x 8 + 130 2) 60 + 48 ÷ 2 x 4 2) 9 x 9 ÷ 3- 9 + 6 4) 15 – 10 x 2 + 17 =
4. 1 + 2 x 9
5. 6 + 8 x 8 2)15 ÷ 3 x 20 3) 84 ÷ 3 x 4 3) 5 x 8 – 7 +9 5) 20 + 5 x 4 ÷ 2 =
3) 3+ 83 – 73
4) 30 ÷ 2 x 4 – 8 + 9 4) 16 ÷ 4 x 5 – 7 + 8
4) 76 – 8 x 9
5) 9x 6 ÷3 5) 76 – 8 + 5 5) 6 x 7 – 48 ÷ 12 + 75

G. Finding practical Use the digits 5, 6, 7 and 8 Use the digits 7, 8, and 9 to Solve the following equations: Use the digits 3, 7, and 6 once Make five expressions on the
application of concepts once to make the expression complete each expression. 1) Provide the correct order of to make the statement true. series of operations and ask
and skills in daily living result to 37. Write the answer on your your classmates to evaluate
operations to make the equation = 39 them.
(Application/Valuing)
answer sheet. x -
correct:
a) 4 __ 3 ___ 2 ___ 5 = 15
Insert the operation in the The teacher will recheck the
Evaluate the expression if: b) 5 __ 8 ___ 5 ___ 7 = 5 blank to make a whole solutions and answers.
1) D = 3 c) 12 __ 12 __ 9 = 9 number that is:
Dx9–D÷D+7 a. highest possible answer
2) The sum of 12 and 4 divided b. least possible answer
2) T = 4 by 2 5 ___ 6 ___ 7 ___ 8 ___ 9
96 ÷ T x 6 – D + 9
3) 22 more than the product of
13 and 9

2. Making Generalization MDAS rule refers to the
and abstractions about order of basic operations
the lesson such as multiplication,
(Generalization) division, addition and
subtraction.
Rule 1:
Multiply or divide first in
the order as they come from
MDAS rule refers to the order
of basic operations such as
multiplication, division,
addition and subtraction.
Rule 1:
Multiply or divide first in the
order as they come from the
left to right.
MDAS rule refers to the order
of basic operations such as
multiplication, division,
addition and subtraction.
When performing a series of
operations, the MDAS rule
must
be followed. The rule says that:
MDAS rule refers to the order
of basic operations such as
multiplication, division,
addition and subtraction.
When performing a series of
operations, the MDAS rule
must
be followed. The rule says
MDAS rule refers to the
order of basic operations such
as multiplication, division,
addition and subtraction.
When performing a series of
operations, the MDAS rule
must
be followed. The rule says
 the left to right.
Rule 2:
Add or subtract in order as
they come from left to right.
MDAS is followed when
there is more than one
operation in an equation. It
follows the correct order of
operation to execute;
multiplication and division,
before addition and
subtraction.
3. Evaluating learning Solve the following
equation. Then compare
your answer by writing <, >
and = in your notebook.
1) 4 + 8 ÷ 2 - 7 =
2) 12 x 3 – 4 + 0 =
3) 12 + 13 – 4 x 5 =
4) 15 –10 x 2 + 17 =
5) 20 + 5 x 4 ÷ 2 =
6) 26 ÷ 13 x 10 =
7) 65 x 12 + 10 =
8) 16 ÷ 8 x 9 – 2 =
9) 10 x 15 + 8 =
10) 12 x 3 - 20 =
4. Additional activities for
application and
remediation
(Assignment)
1. First, multiply or divide as that: that:
Rule 2: they come from left to right. 1. First, multiply or divide as 1. First, multiply or divide as
Add or subtract in order as 2. Then, add or subtract as they they come from left to right. they come from left to right.
they come from left to right. appear from left to right. 2. Then, add or subtract as 2. Then, add or subtract as
they appear from left to right. they appear from left to right.
MDAS is followed when there
is more than one operation in
an equation. It follows the
correct order of operation to
execute; multiplication and
division, before addition and
subtraction.
Evaluate the following Evaluate the following Follow the MDAS rule. Translate the following
expressions. Write the answer expressions. Show your Evaluate the following statement into an equation.
on your answer sheet. solutions and encircle your final expressions. Write the Write the solution and answer
1) 12 ÷ 3 + 8 = correct answer on your
answer. on your answer sheet.
2) 84 ÷ 3 x 4 = answer sheet.
1. 7 x 4 + 25
3) 76 – 8 + 5 = 1) What is the difference
2. 60 + 48 ÷ 2 x 4 1) 8+4÷2
4) 9 x 9 ÷ 3- 9 + 6 = when 85 is subtracted from
3. 15 ÷ 3 x 20 6) 5 x 4 – 16 ÷ 8
5) 16 ÷ 4 x 5 – 7 + 8 = the product of 12 and 9?
4. 30 ÷ 2 x 4 – 8 + 9 2) 91 – 65 + 7
6) 60 + 48 ÷ 2 x 4 = 2. The quotient of 1 314 and
5. 3 + 83 – 73 7) 16 ÷ 4 x 5 – 7 + 8
9 is added to 94.
7) 30 ÷ 2 x 4 – 8 + 9 = 3) 18 – 12 ÷ 6 + 7
6. 12 + 5 x 16 ÷ 4 - 7 3. The sum of 34 and 93 is
8) 12 + 5 x 8 – 4 + 9 = 8) 2 x 70 – 9 ÷ 3 + 8
7. 76 – 8 x 9 multiplied by 2.
9) 35 ÷ 5 x 8 – 7 +9 = 4) 5 × 8 ÷ 10
8. 35 ÷ 5 x 8 – 7 + 9 4. Subtract the sum of 217
10) 6 x 7 – 48 ÷ 12 + 75 = 9) 60 + 48 ÷ 2 x 5
9. 9 x 6 ÷ 3 and 358 from 5 214.
5) 72 ÷ 3 × 8
5. Multiply the sum of 258
10. 6 x 7 – 48 ÷ 12 + 75 10) 6x4+7–8÷2
and 36 by 9.
Perform the operations in the
correct order.
1. 10 x 3 + 8 =
2. 11 + 4 x 5 ÷ 2 =

IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80%
B. No. of learners who scored
below 80% (needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learners who
continue to require
remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter that my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with w/other teachers?
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
with the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up with
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up with
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
with the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
3. 2 x 18 ÷ 3 + 18 – 7 =
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
with the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Prepared by: Checked & Noted:

JOCELYN T. AQUINO DANILYN G. SIWA

Master Teacher II Principal IV