COLLEGE OF EDUCATION

GRADE 4 MATHEMATICS
Name: PANILAGAN, PATRICIA M.
1ST QUARTER: Week 1
Learning Competencies Authentic Assessment
a. Visualizes numbers up to Activity: Number Race Game
100,000 with emphasis on Materials: Cut-out number discs (0-9), box, and stopwatch or timer
numbers 10, 001- 100
Instructions:
1. Divide the class into two teams.
2. Place the number discs (0-9) in a box.
3. Each team will take turns sending one student to paste a
number disc from the box.
4. The student will then place the number in the correct position
on the white board to create a five-digit number using discs.
5. The team that correctly forms the largest number between
10,001 and 100,000 in the shortest time wins the race.
b. Gives the place value, and Activity: Number Place Value Relay Game
value of a digit in numbers up to Materials: Place Value Illustration Board, Marker, Strips of numbers
100, 000
Instructions:
1. Divide the class into two teams and have them line up on the
opposite sides of the room.
2. The teacher will call out the 1st player in the line, and whisper
the number, waiting for the cue to start.
3. The first student will run to its team and relay the number that
the teacher said, and then make turns.
4. The last student that will receive the last message number
will be the one to write the number on the place value
illustration board.
5. The team that will gain a 3-point score will be the winner.

1ST QUARTER: Week 2

c. Round numbers to the nearest Activity: Round and Pass
thousands and ten thousand. Materials: 1/8 illustration board, chalk, eraser

Instructions:
1. Divide the students into five groups.
2. Each group will be given a 1/8 illustration board, chalk, and
rag eraser.
3. The teacher will call out a number (e.g., 6,784) that needs to
be rounded to the nearest thousands or ten thousand.
4. The groups will work together to round the number and write
the rounded answer on the whiteboard.
5. The group that correctly rounds the number first will raise their
board and say the rounded number aloud.
6. Rotate the calling of numbers among the groups.

d. Compares numbers up to 100, Activity: Number War

000 using relation symbols. Materials: Number cards (0-9), cut-outs symbols, and markers

Instructions:
1. Divide the class into pairs.
2. Each pair is given a number card.
3. In each round, students will draw 2 cards each to create a 5-
digit number.
 4. Students will compare their numbers using relation symbols
(<, >, =) and quickly paste the correct symbols in the center
between the two numbers.
5. The pair that correctly compares the numbers first wins the
round.
6. Rotate pairs for 5 rounds.
e. Orders numbers up to 100, 000 Activity: Number Sequence
in increasing and decreasing Materials: Number cards
order.
Instructions:
1. Divide the class into 5 groups.
2. The teacher will give a set of mixed- up number cards
3. Their task is to work together and quickly arrange the cards in
the correct order.
4. Once done, the teacher will check to see if the pupils got it
right.
1ST QUARTER: Week 3
f. multiplies numbers up to 3-digit Activity: Multiplication Relay Race
numbers by up to 2-digit Materials: Rolled number strips and markers
numbers without or with
regrouping. Instructions:
1. Divide the class into 3 groups
2. Each group must have 5 players.
3. The first player will come in front to pick a number strips, and
the rest will be the one to help the participants to answer solve
the problem.
4. After the 1st player, pass it to the next player, and will be the
one to answer again other problem, and so on.
5. The group that finishes all the problems correctly will be the
winner.

g. estimates the products of 3- to Activity: Estimation Race

4-digit numbers by 2- to 3- digit Materials: Marker, Number cards, and whiteboard
numbers with reasonable
results. Instructions:
1. Divide the class into 5 groups.
2. Each group member will estimate the product of different
multiplication problems, written in the number cards.
3. When the teacher raises the card, the 5 groups will do a race
to solve the problem.
4. The groups that correctly estimate the most products within a
given time limit wins.
1ST QUARTER: Week 4
h. multiplies mentally 2-digit by 1- Activity: Multiplication Race
to 2-digit numbers with products
up to 200 and explains the Instructions:
strategies used. 1. Divide the class into 5 groups.
2. Each group player mentally multiplies the given numbers and
says the answer out loud.
3. The first player to correctly answer gets a point.
4. The player with the most points wins.

i. solves routine and non-routine Activity: Money Multiplication Race

problems involving Materials: Paper Money,
multiplication of whole numbers
including money using Instructions:
appropriate problem-solving 1. Divide the class into two groups.
strategies and tools. 2. Each group will solve together to answer the given
multiplication problems involving money (paper money) as
fast as they can.
3. After the group has their answer, one representative of each
group will run to the teacher, and say their answers.
4. The group that got the correct answers will be the winner.
1ST QUARTER: Week 5
j. solves multi-step routine and Activity: Math Problem solving race
non-routine problems involving Materials: Marker and Whiteboard
multiplication and addition
or subtraction using appropriate Instructions:
 problem-solving strategies and 1.
Divide the class into 2 groups.
tools. 2.
Each group must work together in solving the given problem.
3.
The answers must have a solution.
4.
After, the team answers the word problem, 1 representative of
each group will come in front to write the solution in the
whiteboard.
5. The team who got the correct answer solution will be the
winner.
1ST QUARTER: Week 6
k. divides 3- to 4-digit numbers by Activity: Divisible Number Cards
1-to 2-digit numbers without and Materials: Number Cards
with remainder.
Instructions:
1. Distribute divisible number cards (0-9) to each student.
2. Explain that they will use these cards to create their own
division problems.
3. Instruct students to pair up and take turns being the "divisor"
and the "dividend."
4. The "divisor" will choose a card and the "dividend" will choose
a 3- to 4-digit number.
5. The "dividend" will then divide the number by the chosen
divisor and find the quotient.
6. Have students switch roles and repeat the activity multiple
times, ensuring each student gets a chance to be both the
"divisor" and the "dividend."
7. Monitor students' progress and provide assistance as needed.

l. divides mentally 2- to 4-digit Activity: Mental Math Challenge

numbers by tens or hundreds or Materials: Chart Paper and markers
by 1 000 without and with
remainder Instructions:
1. Divide the class into small groups or pair.
2. Write down a series of division problems on the whiteboard or
chart paper, varying in difficulty from dividing by tens to
dividing by thousands.
3. Set a timer for 5 minutes.
4. Each group or pair will take turns solving the division
problems mentally and writing down their answer.
5. After the time is up, review the answers together as a class
and discuss different mental math strategies used by
students.
ST
1 QUARTER: Week 7
m. estimates the quotient of 3- to Activity: Quotient Quick Challenge
4-digit dividends by 1- to 2-digit Materials: Whiteboard and marker
divisors with reasonable results.
Instructions:
1. Divide the class into small groups.
2. Write a series of division problems on the whiteboard,
consisting of 3- to 4-digit dividends and 1- to 2-digit divisors.
3. Explain to the students that they have 5 minutes to estimate
the quotient for each problem. Emphasize the importance of
making reasonable estimations.
4. Start the timer and display the first division problem
5. Each group will discuss and write down their estimated
quotient on the whiteboard.
6. After 1 minute, stop the timer and have each group present
their estimation.
7. Discuss the reasoning behind each estimation and identify the
group with the closest estimate.
8. Repeat the process with the next division problem.
9. At the end of the activity, declare the group with the most
accurate estimations as the winners.
Example:
- Division Problem: 4568 ÷ 23
- Estimated Quotient by Group 1: 200
- Estimated Quotient by Group 2: 250
- Actual Quotient: 198
- Group 1 wins this round.
 1ST QUARTER: Week 8
n. solves routine and non-routine Activity: Money Division race
problems involving division of 3- Materials: Chart Paper, whiteboard, marker, play money/paper
to 4-digit numbers by 1- money
to 2-digit numbers including
money using Instructions:
appropriate problem-solving 1. Divide the class into two teams.
strategies and 2. Display a division problem involving money on the whiteboard
tools. or chart paper.
3. Each team selects a representative to come to the board and
solve the problem.
4. The first student to correctly solve the problem and show the
correct answer wins a point for their team.
5. Rotate representatives for each new problem.
6. Set a time limit of 5 minutes for the entire activity.
7. The team with the most points at the end wins.

o. solves multi-step routine and Activity: Market Math Madness

non-routine problems involving Materials: Play money (coins and bills), Price tags for different
division and any of the other items, paper and pencils for calculations
operations of whole numbers
including money using Instructions:
appropriate problem-solving 1. Set up a "market" area in the classroom with various items
strategies labeled with price tags.
and tools. 2. Divide students into pairs or small groups.
3. Each group will be given a set amount of play money.
4. Students will take turns "shopping" for items and calculating
the total cost of their purchases, including calculating change
if needed.
5. Encourage students to use division and addition to solve the
multi-step problems.
6. Monitor and assist students as they engage in the activity.
7. After 5 minutes, stop the activity and gather students for a
brief discussion on their shopping experiences and the math
involved.

Example Run-through:
- Student A buys a toy priced at 20 pesos and a snack priced at 15
pesos.
- Student A gives a 50-peso bill to the "shopkeeper."
- Student A needs to calculate the total cost, change received, and
how much money is left after the purchase.
1ST QUARTER: Week 9
p. performs a series of two or Activity: MDAS Relay Race
more operations applying Materials: Tape to mark the relay course, Index Cards with
Multiplication, Division, Addition, mathematical expressions (e.g., 4xx3 +5-2), timer
Subtraction (MDAS) correctly
Instructions:
1. Divide the class into teams of 5 students each.
2. Mark a relay race course in the classroom or outdoor area
using chalk or tape.
3. Place index cards with different MDAS mathematical
expressions along the course.
4. The first student from each team runs to the first index card,
solves the expression following the MDAS rule, and shouts
out the answer.
5. If correct, the next student runs to the next card and repeats
the process.
6. The first team to complete all expressions correctly wins the
race.

Example Run-through:
Team A member runs to the first index card, sees "3 x 4 - 2 + 6",
correctly solves it as 16, shouts the answer, and the next member
runs to the next card.
2nd QUARTER: Week 1
Learning Competencies Authentic Assessment
a. identifies factors of a given Activity: Factor-Multiple match-up
 number up to 100 Materials: Number cards (1-100), marker pens, and Chart paper
b. identifies the multiples of a
given number up to 100. Instructions:
1. Divide the class into pairs or small groups.
2. Distribute number cards randomly to each group.
3. Explain the concept of factors and multiples, providing
examples for clarity.
4. Each group will take turns to pick a number card and identify
both its factors and multiples within 5 seconds.
5. The group must then match the factors and multiples correctly
to earn a point.
6. Continue the game until all number cards have been used.
7. The group with the most matched pairs wins the game.
c. differentiates prime from Activity: Prime or Composite
composite numbers. Materials: Whiteboard, markers, and number cards (1-30)

Instructions:
1. Divide the class into two teams.
2. Place the number cards face down in a row on the white
board.
3. One student from each team will come up to the board at a
time.
4. When the timer starts, the students will take turns flipping over
a number card and stating whether it is a prime or composite
number.
5. If the student answers correctly, their team earns a point. If
incorrect, the other team has a chance to steal the point.
6. Continue until all number cards are used or the time runs out.
7. The team with the most points at the end wins.

Example Run-through:
- Two students, John and Sarah, take turns flipping over number
cards. John flips over a card with the number 7 and correctly
identifies it as a prime number, earning a point for his team.

2nd QUARTER: Week 2

d. writes a given number as a Activity: Prime Factorization Race
product of its prime factors. Materials: Whiteboard and markers, and Flashcards with numbers
to prime factorization

Instructions:
1. Divide the class into two teams.
2. Display a number on the whiteboard.
3. The first team to correctly write the prime factorization of the
number on the whiteboard wins a point.
4. Rotate the numbers and continue the game for 5 minutes.
5. Encourage teamwork and quick mental calculations.

Example Run-through:
The number displayed is 24. Team A correctly writes 2 x 2 x 2 x 3 on
the board first, earning a point.
e. finds the common factors, Activity: Number Crunch Challenge
greatest common factor (GCF), Materials: Whiteboard, marker, and number cards (pre-prepared
common multiples and least with pairs of numbers for calculation)
common multiple (LCM) of two
numbers using the following Instructions:
methods: listing, prime 1. Divide the class into 5 teams.
factorization, and continuous 2. Display a pair of numbers on the whiteboard.
division 3. The teams have to quickly determine the common factors,
GCF, common multiples, and LCM of the given numbers using
the methods of listing, prime factorization, and continuous
division.
4. The first team to correctly identify all the factors and multiples
scores a point.
5. Rotate the number cards for each round to keep the
challenge dynamic.
6. Encourage teamwork and quick mental calculations.
 Example Run-through:
Given numbers: 12 and 18
- Common factors: 1, 2, 3, 6
- GCF: 6
- Common multiples: 12, 24, 36...
- LCM: 36
2nd QUARTER: Week 3
f. solves real-life problems Activity: GCF and LCM race
involving GCF and LCM of 2 Materials: Whiteboard, markers, paper, and pencils
given numbers.
Introduction:
1. Divide the class into two teams.
2. Write down a series of real-life word problems involving GCF
and LCM on the whiteboard.
3. Each team will choose a representative to come up to the
board and solve the problem within a time limit of 1 minute.
4. The team that correctly solves the most problems within the
time frame wins the race.

Example Run-through:
- Problem: Find the GCF of 12 and 18.
- Team A representative solves the problem by writing down the
correct GCF of 6.
- Problem: Find the LCM of 4 and 6.
- Team B representative correctly calculates the LCM of 12.
- The race continues until the time is up, and the team with the most
correct answers wins.

2nd QUARTER: Week 4

g. changes improper fraction to Activity: Fraction Flip
mixed numbers and vice versa. Materials: Whiteboard and markers

Instructions:
1. Divide the class into two teams.
2. Draw a line down the middle of the whiteboard to create two
columns - one for improper fractions and one for mixed
numbers.
3. Write a series of improper fractions on the board in one
column and their corresponding mixed numbers in the other
column, but mix them up.
4. Call up one student from each team to the board.
5. The students must race to correctly match the improper
fraction to its corresponding mixed number by drawing a line
to connect them.
6. The first student to make the correct match scores a point for
their team.
7. Continue with different pairs of students until all the fractions
have been matched.

Example Run-through:
- Improper fraction: 7/3
- Mixed number: 2 1/3
- Student A quickly draws a line to connect them, scoring a point for
their team.
h. changes fractions to lowest Activity: Fraction Fun Race
forms. Materials: Whiteboard, marker, and Fraction cards (prepared in
advance with various fractions that need to be simplified)

Instructions:
1. Divide the class into two teams.
2. Display a fraction card on the board or chart paper.
3. The first student from each team must simplify the fraction
shown and write the answer on the board.
4. The student who correctly simplifies the fraction first scores a
point for their team.
5. Continue displaying new fraction cards for each round.
6. The team with the most points at the end of 5 minutes wins
the Fraction Fun Race.
 Example Run-through:
Fraction displayed: 4/8
Correct simplified answer: ½

2nd QUARTER: Week 5

i. Visualizes addition and Activity: Fraction Fun Relay
subtraction of similar and Materials: Whiteboard and Markers, Fraction Cards, Timer
dissimilar fractions.
j. Visualizes subtraction of a Instructions:
fraction from a whole number. 1. Divide the class into two teams.
2. Place the fraction cards on the board facing down.
3. One student from each team will come up to the board at a
time.
4. When the teacher says go, the students will flip a card, solve
the fraction problem (addition or subtraction), and provide the
answer.
5. The first student to correctly solve the problem scores a point
for their team.
6. Continue until all students have had a turn or the time limit is
reached.
7. The team with the most points at the end wins the Fraction
Fun Relay.

Example Run-through:
- Team 1 member flips a card showing 1/4 + 1/4. They correctly
answer 1/2 before Team 2 member can respond.
- Team 2 member flips a card showing 3/8 - 1/8. They correctly
answer 1/4 before Team 1 member can respond.

2nd QUARTER: Week 6

k. performs addition and Activity: Fraction Flashcards
subtraction of similar and Materials: Fraction flashcards with different similar and dissimilar
dissimilar fractions. fractions and Timer

Instructions:
1. Divide the class into small groups.
2. Distribute the fraction flashcards among the students.
3. Set a timer for 5 minutes.
4. One student will draw a flashcard and read the fraction out
loud.
5. The other student must quickly provide the answer by either
adding or subtracting the fraction from a previous card.
6. Students continue taking turns until the timer goes off.
7. The group with the most correct answers wins the game.

Example Run-through:
Student A draws a flashcard with 1/3, and Student B quickly
responds with the answer when added to the previous fraction, 2/3.
They continue with different fractions until the timer stops.

l. solves routine and non-routine Activity: Fraction Race

problems involving addition Materials: Fraction cards (prepared in advance with different
and/or subtraction of fractions fractions) Timer
using appropriate problem
solving strategies and Instructions:
tools 1. Divide the class into two teams.
2. Shuffle the fraction cards and place them face down in a
stack.
3. The first student from each team will take turns flipping a card
from the stack.
4. The students must quickly add or subtract the fractions on the
card and call out the correct answer.
5. The student who correctly solves the fraction problem first
earns a point for their team.
6. Continue playing until all the fraction cards have been used
or until the limit is reached (5 mins).
7. The team with the most points at the end wins the Fraction
 Race.

Example Run-through:
- Student 1 flips a card showing 1/4 + 1/2. Student 1 quickly
calculates the sum as 3/4 and calls out the answer.
- Student 2 flips a card showing 2/3 - 1/6. Student 2 computes the
difference as 1/2 and calls out the answer.

2nd QUARTER: Week 7

m. visualizes decimal numbers Activity: Decimal Number Line race
using models like blocks, grids, Materials: chart paper, markers, index cards with decimal numbers
number lines and money to (e.g., 0.5, 0.75, 1.25, 1.5, etc.)
show the relationship to
fractions Instructions:
1. Divide the class into two teams.
2. Draw a number line on the chart paper, marking 0 and 1 as
endpoints.
3. Place the index cards with decimal numbers face down in a
pile.
4. One student from each team will pick a card, read the decimal
number aloud, and quickly place it on the number line.
5. The first team to correctly place the decimal number on the
number line wins a point.
6. Continue playing until all decimal numbers have been placed
on the number line.

Example Run-through:
Students eagerly select cards, calculate the placement of decimal
numbers, and rush to place them on the number line, cheering for
their team as they compete to be the first to correctly position each
decimal.

n. renames decimal numbers to Activity: Fraction and Decimal Sort

fractions, and fractions whose
denominators are factors of 10 Directions: Divide the class into 5 teams. The group will be given a
and 100 to decimals. set of fraction and decimal cards. Sort them into two categories:
fractions and decimals. Discuss your reasoning within the group.

2nd QUARTER: Week 8

o. gives the place value and the Activity: Decimal Number Match-Up
value of a digit of a given Materials: Indec Cards, Markers, Decimal number cards (e.g., 0.25,
decimal number through 0.73, 0.49, 0.12, etc.)
hundredths.
p. reads and writes decimal Instructions:
numbers through hundredths. 1. Write various decimal numbers through hundredths on
separate index cards.
2. Mix up the cards and place them face down on a table.
3. Divide the class into small groups or pairs.
4. Each group takes turns flipping two cards at a time.
5. The students must match the decimal number on one card
with its corresponding written form on another card (e.g.,
matching 0.25 with twenty-five hundredths).
6. If a correct match is made, the student keeps the pair of
cards. If not, the cards are turned back face down.
7. The game continues until all decimal number pairs have been
matched.
8. The group with the most matches at the end wins.

Example Run-through:
Students flip over two cards:
- Card 1: 0.73
- Card 2: Seventy-three hundredths

2nd QUARTER: Week 9

q. Round decimal numbers to the Activity: Decimal Number Round-Up
nearest whole number and Materials: Chart Paper, Markers, and Decimal number cards (0.1 to
tenth. 0.9)
 Instructions:
1. Divide the class into two teams.
2. Draw a number line on the whiteboard or chart paper from 0 to 1,
marking intervals for whole numbers and tenths.
3. Shuffle the decimal number cards and place them face down.
4. One student from each team picks a card and reads the decimal number
aloud.
5. The rest of the team must decide together whether to round the number
to the nearest whole number or tenth and place a marker on the number
line accordingly.
6. The team with the closest marker wins a point.
7. Continue playing for 5 minutes.
8. The team with the most points at the end wins.

Example Run-through:
- Student picks a card with the number 0.7.
- Team decides to round to the nearest tenth and places a marker on
0.7 on the number line.

r. compares and arranges decimal Activity: Decimal Number Line Race

numbers. Materials: Whiteboard, markers, masking tape, index cards with
decimal numbers (e.g., 0.5, 0.75, 0.3, 0.8, 0.1)

Instructions:
1. Divide the class into small groups.
2. Create a large number line on the whiteboard using masking
tape.
3. Each group will be given a set of index cards with decimal
numbers.
4. One student from each group will come up and place the
decimal numbers in the correct order on the number line as
fast as possible.
5. The first group to correctly arrange all decimal numbers wins
the race.

Example Run-through:
Students in each group quickly discuss and strategize the order of
decimal numbers before placing them on the number line. They
engage in friendly competition to complete the task accurately and
efficiently.

3rd QUARTER: Week 1

a. describes and draws parallel, Activity: Line Master Challenge
intersecting, and perpendicular Materials: Ruler, set square, paper, and pencils
lines using ruler and set square.
Instructions:
1. Divide the class into 5 groups.
2. Provide each group with a ruler, set square, paper, and
pencils.
3. Explain the concepts of parallel, intersecting, and
perpendicular lines to the students.
4. Set a timer for 5 minutes.
5. Instruct each group to work together to draw examples of
parallel, intersecting, and perpendicular lines on their paper
within the given time frame.
6. Encourage students to label each type of line they draw.

7. After 5 minutes, ask each group to present their drawings to

the class and explain the different types of lines they have
depicted.

Example Run-through:
Students in each group collaborate to draw parallel lines using the
ruler and set square, then move on to creating intersecting and
perpendicular lines. They label each type of line accordingly and
present their work to the class at the of the activity.
 3rd QUARTER: Week 2
b. describes and illustrates Activity: Angle Art Design
different angles (right, acute, Materials: Paper, pencils, and ruler
and obtuse) using models.
Instructions:
1. Divide the class into 5 teams.
2. Each team are given a sheet of short bond paper.
3. The pupils are task to draw a house using only right angles,
acute angles, and obtuse angles.
4. Have them share their artwork with the class, explaining the
angles they used and why.

c. describes the Activity: Shape Charades

attributes/properties of triangles Materials: Index cards with triangle and quadrilateral names written
and quadrilaterals using on them
concrete objects or models.
Instructions:

1. Write the names of different triangles and quadrilaterals on

index cards.
2. Divide the class into two teams.
3. One student from each team picks a card and acts out the
shape without speaking.
4. The team members have to guess the shape based on the
student's actions.
5. The team that correctly guesses the shape earns a point.
6. Repeat with new students from each team until all the cards
are used.
7. The team with the most points wins.

3rd QUARTER: Week 3

d. identifies and describes Activity: Triangle Art
triangles according to sides and Materials: Paper, pencils, and ruler
angles.
Instructions:
1. Divide the class into 5 teams.
2. Each team are given a sheet of short bond paper.
3. The pupils are task to design or draw a house roof using
scalene triangle and an equilateral triangle.
4. Have them share their artwork with the class, explaining the
angles they used and why.

e. identifies and describes the Activity: Draw me

different kinds of quadrilaterals: Materials: Paper, pencils, and ruler
square, rectangle,
parallelogram, trapezoid, and Instructions:
rhombus. 1. Divide the class into 5 teams.
2. Each team are given a sheet of short bond paper.
3. The pupils are task to design or draw a building roof using
scalene triangle and an equilateral triangle.
4. Have them share their artwork with the class, explaining the
angles they used and why.

3rd QUARTER: Week 4

f. relates triangles to Activity: Shape Sorting
quadrilaterals Materials: Set of Cards (with different triangles and quadrilaterals
g. relates one quadrilateral to printed on them.)
another quadrilateral (e.g.,
square to rhombus). Instructions:
1. Divide the class into four groups.
2. The pupils are task to sort the cards into two group: triangles
and quadrilaterals.
3. After sorting, have students explain their reasoning for
categorizing each shape.

3rd QUARTER: Week 5

h. determines the missing term/s Activity: Missing Number Detective
in a sequence of numbers (e.g., Materials: Number cards and markers
odd numbers, even numbers,
multiples of a number, factors of Instructions:
a number, etc.) e.g., 3,6,9, __ 1. Divide the class into five groups.
4,8,12,16, __ (e.g., odd 2. Present students with a mystery sequence of numbers with
numbers, even numbers, missing terms.
multiples of a number, factors of 3. Provide them with clues, such as "the missing numbers are all
a number, etc.) 1 2 3 4 5 6 7 multiples of 3" or "the missing numbers are all factors of 12."
____ 4. Students must use their detective skills to determine the
missing terms and solve the sequence mystery.
3rd QUARTER: Week 6
i. finds the missing number in an Activity: Missing Number Relay
equation involving properties of Materials: Chart Paper, marker
operations. (e.g. (4+__) + 8 = 4
+ ( 5 + __) Instructions:
1. Divide the class into two teams.
2. Each student has to run to the board, solve an equation with a
missing number, and write the correct number.
3. The next student in line can only start running once the
previous student has written the correct answer.
4. The team that finishes the relay in the shortest time wins.

j. Finds the elapsed time in Activity: Time Puzzle

minutes and seconds Materials: Set of picture puzzles that involve calculating elapsed
k. Estimates the duration of time in time.
minutes.
For example:
give them a sequence of clock faces showing different times and ask
them to figure out the duration between each time. They can work on
these puzzles, working by 2 teams.
3rd QUARTER: Week 7
a. Visualizes the perimeter of any Activity: Perimeter Race
given plane figure in different Materials: Cut-out shapes
situations.
Instructions:
1. Divide the students into five groups.
2. Provide each group with a set of cut-out shapes.
3. Give them a time limit of 3 minutes to arrange the shapes in a
way that creates the largest perimeter.
4. The group that comes up with the longest perimeter wins.

b. measures the perimeter of any Activity: Perimeter Relay Race

given figure using appropriate Materials: Cutout shapes or objects
tools.
Instructions:
1. Divide the class into 3 teams.
2. Each team member takes turns running to the object,
measuring its perimeter using a ruler, and running back to
their team to record the measurement.
3. The team with the highest total perimeter wins.

c. finds the perimeter of triangles, Activity: Perimeter Charades

squares, rectangles, Materials: Rolled Slips of paper in a bowl
parallelograms, and trapezoids.

Instructions:
1. Write the names of different shapes (triangles, squares,
rectangles, parallelograms, and trapezoids) on slips of paper
and put them in a bowl.
2. Students take turns randomly selecting a slip and acting out
the shape without speaking.
3. The rest of the class must guess the shape.
4. Once the shape is guessed, the student who guessed
correctly must quickly calculate the perimeter of that shape.
 3rd QUARTER: Week 8
d. solves routine and non-routine Activity: Shape Relay Race
problems in real-life situations Materials:
involving perimeter of squares
and rectangles, triangles, Instructions:
parallelograms, and trapezoids. 1. Set up a relay race where students have to run to different
stations that have shapes drawn on the ground.
2. Each station represents a different shape (e.g., square,
rectangle, triangle).
3. At each station, students have to calculate the perimeter of
the shape before moving on to the next station.
4. The first team to complete all stations wins.

3rd QUARTER: Week 9

e. differentiates perimeter from Activity: Quick Draw- Perimeter and Area
area. Materials: Shape Flashcards, whiteboard, and marker

Instructions:
1. Give students a set of shape flashcards or display shapes on
a board.
2. Quickly call out a shape, and have students draw the shape
on their individual whiteboards or paper.
3. Then, ask them to label the shape with either the perimeter or
area.

f. converts sq. cm to sq. m and Activity: Conversion delay

vice versa.
Instructions:
1. Create flashcards with different measurements written on
them, such as 1000 sq. cm, 1 sq. m, 5000 sq. cm, and 5 sq.
m.
2. Divide the class into 5 teams and have them line up.
3. Give the first student in line a flashcard and a marker.
4. They must convert the measurement on their flashcard to the
other unit of measurement and write the answer on the board.
5. Once they are done, they pass the flashcard and marker to
the next student in line.
6. The team that finishes the most conversions correctly within 5
minutes wins.

4th QUARTER: Week 1

a. finds the area of irregular Activity: Area Art
figures made up of squares and Materials: Graph Paper, pencil, erasers, and ruler
rectangles using sq. cm and sq.
m. Instructions:

1. Provide students with a blank grid or graph paper.

2. Ask them to create their own irregular figures using squares
and rectangles.
3. Instruct them to calculate the area of each figure using both
sq. cm and sq. m.
4. Students can then color or decorate their figures based on the
area calculated.

b. finds the area of triangles, Activity: Shape Area relay

parallelograms and Materials: Chart paper with shapes drawn on it and markers.
trapezoids using sq. cm and sq.
m. Instructions:

1. Divide the class into teams of 4-5 students each.

2. Place the chart paper with different shapes (triangles,
parallelograms, trapezoids) around the classroom.
3. Each team will start at a different shape.
4. When the relay begins, the first student from each team will
calculate the area of the shape using the given dimensions
and write it down on the chart paper.
5. Once the area is calculated, the next student in line will run to
the next shape and repeat the process.
 6. The relay continues until all shapes have been calculated.
7. The team that finishes calculating the areas of all shapes
correctly and the fastest wins the relay.

Example Run-through:
Team A starts at the triangle shape. The first student measures the
base and height, calculates the area, and writes it down. The next
student then runs to the parallelogram shape, calculates its area,
and so on.

4th QUARTER: Week 2

c. Solves routine and non-routine Activity: Shape Sorting Challege
problems involving squares, Materials: Cut-outs of squares, rectangles, triangles, parallelograms,
rectangles, triangles, and trapezoids, chart paper, markers
parallelograms, and trapezoids.
Instructions:
1. Divide the class into small groups.
2. Provide each group with a set of cut-outs of different shapes.
3. Ask students to work together to sort the shapes into
categories of squares, rectangles, triangles, parallelograms,
and trapezoids.
4. Encourage students to discuss the properties of each shape
and justify their categorization.
5. Have each group present their sorted shapes on the chart
paper.

Example Run-through:
Students in each group collaborate to categorize the shapes
correctly, discussing the number of sides, angles, and other
distinguishing features of each shape.
4th QUARTER: Week 3
d. visualizes the volume of solid Activity: Measure the Figures
figures in different situations Materials: Solid Figures, Non-standard units (marbles, small cubes,
using non-standard (e.g., etc.), and Standard Units (rulers, measuring tapes, etc.)
marbles, etc.) and standard
units. Instructions:
1. Divide the class into five groups.
2. Each group will be given a different solid figure and a set of
non-standard units.
3. The pupils are tasked to estimate the volume of their figure
using the non-standard units and Standard units.

e. finds the volume of a Activity: Real-Life Connections

rectangular prism using Materials: Pictures of everyday objects, pencil, and paper
cu. cm and cu. m.
Instructions:
1. Divide the class into three teams.
2. Each team will be given one objects assigned to them.
Group 1: books
Group 2: cereal box
Group 3: school notebooks

3. The pupils are expected to estimate the volume of each object

and then calculate the actual volume using appropriate units.
4th QUARTER: Week 4
f. solves routine and non-routine Activity: Volume Relay Race
problems involving the volume Materials: Pictures of different rectangular prisms by different sizes.
of a rectangular prism.
Instructions:
1. Divide the class into three teams.
2. Set up 5 stations with rectangular prisms of different sizes.
3. Each student will take turns calculating the volume of the
prisms and then running to the next station to solve the next
problem.
4. The team that finishes all the stations correctly and fastest
wins.

4th QUARTER: Week 5

g. collects data on two variables Activity: Data Hunt
using any source. Materials: sheet of paper, and pencil

Instructions:
1. Divide the class into four team.
2. Give each group a sheet of paper and ask them to find two
examples of data collection in their immediate environment
(e.g., at home, in the classroom).
3. It could be as simple as counting the number of books in their
bookshelf or noting the temperature outside.
4. After a few minutes, have students share their findings with
the class and discuss how these examples involve collecting
data on two variables.

h. organizes data in tabular form Activity: Graph Challenge

and presents them in a Materials: Blank piece of graph paper, set of colored markers and
single/double horizontal or crayons
vertical bar graph.
Instructions:
1. Divide the class into 5 groups.
2. Give each group a blank piece of graph paper and a set of
different colored markers or crayons.
3. Challenge them to create a bar graph of their choice, its either
single/double horizontal or vertical,
4. using any type of data, they find interesting. Following the
sample graphs shown in the board.
5. After they have finished, allow them to share their graphs with
the class and explain their data choices.

4th QUARTER: Week 6

i. interprets data presented in Activity: Graph Relay
different kinds of bar graphs Materials: Set of Cards with different bar graphs
(vertical/horizontal,
single/double bars) Instructions:
1. Divide the class into two teams.
2. Give each team a set of cards with different bar graphs.
3. One student from each team will run to the front, identify a
graph's characteristic (vertical, horizontal, single, or double
bars), and run back to tag the next teammate.
4. The team to correctly identify the most graphs in 5 minutes
wins.

j. solves routine and non-routine Activity: Quick Draw

problems using data presented Materials: Blank bar graphs
in a single or double-bar graph.
Instructions:
1. Divide the class into three teams.
2. Provide the students with blank bar graph templates and a set
of data points.
Ex: number of books read by students in a month, the types
of pets owned by students, the favorite colors of students in
the class.
3. Challenge them to quickly create a bar graph that accurately
represents the data. Following the sample graphs showed in
the board.
4. The pupils are encouraged to label their axes and choose
appropriate intervals.

4th QUARTER: Week 7

k. draws inferences based on data Activity: Graph it Up
presented in a double-bar
graph. Instructions:
1. Group the class into 3.
2. Provide each group with a small double-bar graph and a set of data
points.
3. Instruct them to analyze the data and draw their own conclusions.
4. After a few minutes, ask a few students to share their inferences
based on the graph.
l. records favorable outcomes in a Activity: Coin Toss Challenge
simple experiment (e.g., tossing Materials: Coin
a coin, spinning a
wheel, etc.) Instructions:
1. Group the class into 5 teams.
2. Provide each group with a coin and give them 2 minutes to
record the number of times they can toss the coin and get
heads.
3. The student with the highest number of heads wins a small
prize.
4th QUARTER: Week 8
a. expresses the outcome in a Activity: Word Mix-Up
simple experiment in words, Materials: Word Cards
symbols, tables, or graphs.
b. explains the outcomes in an Instructions:
experiment.
1. Write different words or phrases related to experiment
outcomes on separate cards and mix them up.
2. Distribute the cards among the groups.
3. Ask the students to unscramble the words to form meaningful
sentences that describe experiment outcomes.
4. Set a time limit and encourage students to in a 5 group.
5. Once time is up, ask volunteers to share their sentences and
discuss the meanings.

4th QUARTER: Week 9

a. solves routine and non-routine Activity: Mystery Box Experiment
problems involving a simple
experiment. Instructions:
1. Divide the class into 5 teams.
2. Fill a box with various objects related to simple experiments,
such as a magnet, a piece of wire, a lemon, or a small battery.
3. Cover the box with a cloth and pass it around the classroom,
allowing each student to feel the objects without seeing them.
4. After everyone has had a turn, ask students to discuss and
predict what each object might be used for in a simple
experiment.

COLLEGE OF EDUCATION

GRADE 4 MATHEMATICS
Name: PANILAGAN, PATRICIA M.

ANALYTIC RUBRICS

Learning Competency: Visualizes numbers up to 100,000 with emphasis on numbers 10, 001- 100
Activity: Number Race Game
Instructions:
1. Divide the class into two teams.
2. Place the number discs (0-9) in a box.
3. Each team will take turns sending one student to paste a number disc from the box.
4. The student will then place the number in the correct position on the white board to create a five-digit
number using discs.
5. The team that correctly forms the largest number between 10,001 and 100,000 in the shortest time
wins the race.

Criteria 0 points 1 point 2 points 3 points

Student
Student did not Student Student actively
Participation actively participate participated participated participated
in the game minimally adequately and
demonstrated
enthusiasm

Student Student Student

Student mostly
Accuracy consistently occasionally consistently
placed correct
placed incorrect placed incorrect placed correct
number discs
number discs number discs number discs

Student took a Student took Student

Student
significantly longer slightly longer time completed the
completed the
Speed time to complete to complete the task within a
task quickly
the task compared task compared to reasonable time
and efficiently
to other students other students frame

Learning Competency: Round numbers to the nearest thousands and ten thousand.
Activity: Round and Pass
Instructions:
1. Divide the students into five groups.
2. Each group will be given a 1/8 illustration board, chalk, and rag eraser.
3. The teacher will call out a number (e.g., 6,784) that needs to be rounded to the nearest thousands
or ten thousand.
 4. The groups will work together to round the number and write the rounded answer on the
whiteboard.
5. The group that correctly rounds the number first will raise their board and say the rounded number
aloud.
6. Rotate the calling of numbers among the groups.

Criteria 3 points 2 points 1 point 0 points

Most group
All group Few group
members actively
members actively members actively
participate and
participate, participate and Student did not
Participation collaborate, but
collaborate collaborate, actively
some members
effectively, and resulting in limited participate in
may not contribute
contribute to the contribution to the the game
equally to the
group's success. group's success.
group's success.
The majority of
Several rounded
The rounded rounded numbers Student
numbers are
Accuracy numbers are are correct and consistently not
incorrect or
consistently accurately written round the
inaccurately
correct and on the whiteboard, numbers
written on the
accurately written with a few minor accurately.
whiteboard.
on the whiteboard. errors.
The group
The group occasionally The group often
Student took a
consistently rounds the takes longer to
significantly
Speed rounds the numbers quickly, round the
longer time to
numbers quickly but may not numbers, resulting
complete the
and is the first to always be the first in delayed
task compared
raise their board to raise their response
to other
and say the board and say the compared to other
students
rounded number rounded number groups.
aloud. aloud.

Learning Competency: multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or

with regrouping.
Activity: Multiplication Relay Race
Instructions:
1. Divide the class into 3 groups
 2. Each group must have 5 players.
3. The first player will come in front to pick a number strips, and the rest will be the one to help the
participants to answer solve the problem.
4. After the 1st player, pass it to the next player, and will be the one to answer again other problem,
and so on.
Criteria 0 Points 1 point 2 points 3 points

Student
actively
Student Student
No participation participates
Participation participates participates
from the student and engages
minimally adequately
throughout the
activity

Student
Problem Student is unable Student solves Student solves independently
Solving to solve any some problems most problems solves all
problems with assistance independently problems
correctly

Student
effectively
collaborates
Student Student
Collaboration Student does not with group
occasionally consistently
collaborate with members,
collaborates with collaborates with
group members contributing
group members group members
ideas and
supporting
others

Student's answers Student's

Accuracy Student's answers Student's answers
are mostly answers are all
are all incorrect are mostly correct
incorrect correct

Student
Time Student does not Student manages time
Management manage time occasionally Student manages effectively,
effectively, struggles with time time adequately ensuring timely
causing delays management completion of
all problems

Student displays Student

Student displays
poor Student displays consistently
good
sportsmanship occasional poor displays
sportsmanship
Sportsmanshi throughout the sportsmanship excellent
most of the time
p activity sportsmanship

HOLISTIC RUBRICS
(1st Quarter: week 4)

Learning Competency: Solves routine and non-routine problems involving multiplication of whole
numbers including money using appropriate problem-solving strategies and tools.
Activity: Money Multiplication Race
Instructions:
1. Divide the class into two groups.
2. Each group will solve together to answer the given multiplication problems involving money (paper
money) as fast as they can.
3. After the group has their answer, one representative of each group will run to the teacher, and say
their answers.

1. The group that got the correct answers will be the winner.

SCORE DESCRIPTION
30 Limited comprehension of multiplication ideas; difficulty resolving routine
and non-routine problems involving money.

35 Basic knowledge of multiplication ideas; makes a few errors when

attempting to solve routine and non-routine problems.

40 Good understanding of multiplication ideas; able to solve normal

problems but may find it difficult to with non-routine problems.

45 Strong comprehension of multiplication ideas; capable of solving routine

and non-routine problems with few mistakes.

50 Advanced understanding of multiplication ideas; able to solves routine

and non-routine problems.

(1st Quarter: Week 1)

Learning Competency: Gives the place value, and value of a digit in numbers up to 100, 000
Activity: Number Place Value Relay Game

Instructions:
1. Divide the class into two teams and have them line up on the opposite sides of the room.
2. The teacher will call out the 1st player in the line, and whisper the number, waiting for the cue to
start.
3. The first student will run to its team and relay the number that the teacher said, and then make
turns.
4. The last student that will receive the last message number will be the one to write the number on
the place value illustration board.
5. The team that will gain a 3-point score will be the winner.

SCORE DESCRIPTION
30 Place value and digit value are not fully understood. Exhibits trouble
relaying and writing numbers accurately. Significant mistakes in
determining place values.
35 Basic comprehension of place value and digit values. Although figures
are generally accurate when relayed and written, mistakes may arise on
occasion. Basic ability to recognize place values.
40 An adequate knowledge of place value and digit value. Very accurate at
relaying and writing numbers with little mistakes. Shows a clear
understanding of place values.
 45 Excellent understanding of place value and digit value. Highly accurate in
relaying and writing numbers, with few or no mistakes. Exhibits mastery
in identifying place values.
50 Great understanding of place value and digit values. Perfect accuracy
when relaying and writing numbers. Demonstrates a thorough
understanding and comprehension of place values.

(3rd Quarter: Week 2)

Learning Competency: describes and illustrates different angles (right, acute, and obtuse) using models.
Activity: Angle Art Design
Instructions:
1. Divide the class into 5 teams.
2. Each team are given a sheet of short bond paper.
3. The pupils are task to draw a house using only right angles, acute angles, and obtuse angles.
4. Have them share their artwork with the class, explaining the angles they used and why.

SCORE DESCRIPTION
30 Limited understanding of angles. Drawing lacks variety and creativity.
Few or no angles correctly identified.

35 Basic understanding of angles evident. Drawing includes some variety

but lacks creativity.

40 Adequate understanding of angles shown. Drawing demonstrates variety

and some creativity.

45 Strong understanding of angles evident. Drawing is creative and includes

a good variety of angles.

50 Limited understanding of angles. Drawing lacks variety and creativity.

Few or no angles correctly identified.