MATATAG K TO 10 CURRICULUM School Grade Level GRADE 4

LESSON EXEMPLAR Teacher Subject: MATHEMATICS

Date Quarter QUARTER 2, WEEK

2

Monday Tuesday Wednesday Thursday Friday

I.CURRICULUM CONTENT, STANDARDS, AND LEARNING COMPETENCIES

A. Content A. Problem Solving on A. Problem Solving on A. Problem Solving on A. Problem Solving on A. Problem Solving on
Multiplication Multiplication Multiplication Multiplication Multiplication
B. Dividing Whole Numbers B. Dividing Whole Numbers B. Dividing Whole Numbers B. Dividing Whole B. Dividing Whole
Numbers Numbers

B. Content Standards The learners should have The learners should have The learners should have The learners should have The learners should
knowledge and understanding knowledge and knowledge and knowledge and have knowledge and
of… understanding of… understanding of… understanding of… understanding of…
• Multiplication of whole • Multiplication of whole • Multiplication of whole • Multiplication of whole • Multiplication of
numbers with products up to 1 numbers with products up to numbers with products up to numbers with products up whole numbers with
000 000, division of up to 4- 1 000 000, division of up to 1 000 000, division of up to to 1 000 000, division of products up to 1 000
digit numbers by up to 2- 4-digit numbers by up to 2- 4-digit numbers by up to 2- up to 4-digit numbers by 000, division of up to
digit numbers, and the MDAS digit numbers, and the digit numbers, and the up to 2- 4-digit numbers by up
rules. MDAS rules. MDAS rules. digit numbers, and the to 2-
MDAS rules. digit numbers, and
the MDAS rules.
C. Performance By the end of the quarter, the By the end of the quarter, By the end of the quarter, By the end of the quarter, By the end of the
Standards learners are able to… the learners are able to… the learners are able to… the learners are able to… quarter, the learners
• perform multiplication of • perform multiplication of • perform multiplication of • perform multiplication of are able to…
whole numbers with products whole numbers with whole numbers with whole numbers with • perform
up to 1 000 000. products up to 1 000 000. products up to 1 000 000. products up to 1 000 000. multiplication of
• perform division of up to 4- • perform division of up to 4- • perform division of up to • perform division of up to whole numbers with
digit numbers by up to 2-digit digit numbers by up to 2- 4-digit numbers by up to 2- 4-digit numbers by up to products up to 1 000
numbers. digit numbers. digit numbers. 2-digit numbers. 000.
• perform different operations • perform different • perform different • perform different • perform division of
by applying the MDAS rules. operations by applying the operations by applying the operations by applying the up to 4-digit numbers
MDAS rules. MDAS rules. MDAS rules. by up to 2-digit
numbers.
• perform different
operations by
applying the MDAS
rules.
D. Learning 1. Solve multi-step problems 1. Solve multi-step problems 1. Solve multi-step problems 1. Solve multi-step 1. Solve multi-step
Competency involving one or more of the involving one or more of the involving one or more of the problems involving one or problems involving
four operations with results of four operations with results four operations with results more of the four one or more of the
calculations of calculations of calculations operations with results of four operations with
 up to 1,000,000, including up to 1,000,000, including up to 1,000,000, including calculations results of calculations
problems involving money. problems involving money. problems involving money. up to 1,000,000, including up to 1,000,000,
2. Divide two numbers with and 2. Divide two numbers with 2. Divide two numbers with problems involving money. including problems
without regrouping 3- to 4-digit and without regrouping 3- to and without regrouping 3- to 2. Divide two numbers involving money.
numbers by 1-digit numbers 4-digit numbers by 1-digit 4-digit numbers by 1-digit with and without 2. Divide two
numbers numbers regrouping 3- to 4-digit numbers with and
numbers by 1-digit without regrouping 3-
numbers to 4-digit numbers by
1-digit numbers
E. Learning
Objectives

II. LEARNING RESOURCES

A. References Math 4, Quarter 3, Module 8 Math 4, Quarter 3, Module 8 Math 4, Quarter 3, Module 8 Math 4, Quarter 3, Module Math 4, Quarter 3,
Self-Learning Module of DepEd Self-Learning Module of Self-Learning Module of 8 Self-Learning Module of Module 8 Self-
DepEd DepEd DepEd Learning Module of
DepEd
B. Other Learning
Resource
III. TEACHING AND LEARNING PROCEDURES

Before the Lesson/Pre-lesson Proper

A. Activating Prior 125 fruits were harvested from What do you call a natural Let’s have a short drill. What are the different 1. It is a method of
Knowledge each of the 15 mango calamity brought by strong ways on how to divide 3 to distributing a group of
trees. The farm owner took winds with heavy rains 4-Digit by 1-Digit Numbers things into equal
away 250 pieces for his family that may cause flood, parts.
Without Regrouping
and workers then sold the rest. landslide, and destruction of A. Addition B.
How many mangoes were structures? Write on the line Subtraction C.
sold? the letter corresponding to Multiplication D.
the quotient to decode the Division
1. What is asked in the word. 2. It is the number
problem? which is divided in the
A. the number of workers 1) 25 ÷ 5 = ____ division process.
B. the number of mangoes sold N A. divisor B. dividend
C. the number of fruits 2) 9 ÷ 3 = ____ C. remainder D.
harvested T quotient
D. the number of fruits taken 3) 20 ÷ 2 = ____ 3. It is the result
away O obtained in the
2. What are the data needed to 4) 16 ÷ 4 = ____ division process.
solve the problem? H A. dividend B. divisor
A. 125 fruits and 15 trees 5) 7 ÷ 1 = ____ C. quotient D.
B. 15 trees and 250 pieces Y remainder
C. 125 fruits and 250 pieces 6) 18 ÷ 9 = ____ 4. It is the portion of
D. 125 fruits, 15 mango trees P the dividend that is
 and 250 pieces 7) 4 ÷ 4 = ____ left over after
3. What operations are needed? O division.
A. addition and division A. remainder B.
B. addition and subtraction quotient C. divisor D.
C. multiplication and division Have you ever experienced dividend
D. multiplication and this kind of calamity?
subtraction
4. What is the number sentence
for the problem?
A. 125 + 250 ÷ 15
C. 125 x 15 - 250
B. 125 + 15 – 250
D. 125 x 15 ÷ 250
5. How many mangoes were
harvested in all?
A. 1 875
B. 1 895
C. 1 925
D. 1 975

B. Lesson Recall the steps to follow in Sarah saves a portion of her Today we will learn about Today we will learn about Fill in the box of
Purpose/Intention solving word problem: daily allowance. She saves Dividing 3 to 4-Digit by 1- Dividing 3 to 4-Digit by 1- each cross number
In Concepcion Integrated 15 pesos every day for Digit Numbers Without Digit Numbers Without puzzle to make the
School, there are 45 pupils in Christmas. Regrouping division equations
Regrouping
each section of Grade 4. If 1) How much will she save in true.
there are 10 sections, how 40 days?
many 2) How will you get the total
Grade 4 pupils are there in the savings?
school? 3) From the responses,
➢ What is asked in the which will give you the
problem? answer easily? Why?
The number of Grade 4 pupils Write the quotients
in Concepcion Integrated Today we will be solving in the outer circle:
School word problems on
➢ What are the given facts? multiplication.
45 pupils in each section, 10
sections
➢ What operation is needed
to solve the problem?
Multiplication
➢ Write the number
sentence.
45 x 10 = N
➢ Do the solution.
➢ What is the answer?
There are 450 Grade 4 pupils
in Concepcion Integrated
School.
C. Lesson Language Arrange the following jumbled  Divisor: The number by Divisor: The number by Divisor: The number
Practice/Unlocking of letters to form the correct Let us recall the steps in which another number is which another number is by which another
Difficulties word/s. problem solving: divided. In the division divided. In the division number is divided. In
1. e c a f l s h d e i U P A C or Think – Plan – equation a÷b=ca ÷ b = equation a÷b=ca ÷ b = the division equation
_______________ Solve – Look Back ca÷b=c, bbb is the divisor. ca÷b=c, bbb is the divisor. a÷b=ca ÷ b =
2. l a o c l o h 1. Understand the problem  Division: The  Division: The ca÷b=c, bbb is the
_______________ (Think). mathematical operation of mathematical operation of divisor.
3. c e a f s m a k Identify what are the given determining how many determining how many  Division: The
_______________ and what is asked. times one number (the times one number (the mathematical
4. o s a p d a n t e r a w divisor) is contained within divisor) is contained within operation of
_______________ 2. Devise a Plan (Plan). another number (the another number (the determining how
5. y s t a t a m e h o Choose an appropriate dividend). It can also be dividend). It can also be many times one
_______________ strategy in solving the seen as splitting a number seen as splitting a number number (the divisor)
• What words were you able to problem. into equal parts. into equal parts. is contained within
form? 3. Answer or Carry out the  Dividend: The number  Dividend: The number another number (the
• What can you say about plan (Solve). that is being divided. In the that is being divided. In dividend). It can also
these words? After identifying a strategy equation a÷b=ca ÷ b = the equation a÷b=ca ÷ b be seen as splitting a
• Were they related to our to use, solve, and answer ca÷b=c, aaa is the dividend. = ca÷b=c, aaa is the number into equal
present situation? the problem  Quotient: The result of dividend. parts.
• How can you stay safe and 4. Check (Look Back). the division operation. In the  Quotient: The result of  Dividend: The
healthy during this time? Have time to reflect and look equation a÷b=ca ÷ b = the division operation. In number that is being
back on what you have ca÷b=c, ccc is the quotient, the equation a÷b=ca ÷ b divided. In the
done. What worked representing how many = ca÷b=c, ccc is the equation a÷b=ca ÷ b
and what did not work? times the divisor fits into the quotient, representing how = ca÷b=c, aaa is the
dividend. many times dividend.
What words imply  Quotient: The
multiplication? result of the division
operation. In the
Recall the parts of a division equation a÷b=ca ÷ b
sentence. = ca÷b=c, ccc is the
quotient, representing
how many times

A. Reading the Key Aling Rita can make 25 face Let us solve the following Divide using pictorial Divide using pictorial Marikina Second
Idea/Stem shields and her daughter Ana multiplication story. representation (place representation District Rep. Romero
can make 30 face shields in a After a typhoon, 1 200 value discs) Federico Quimbo
day. How many face shields people were brought to an received a donation of
can evacuation center. The local 7 639 kilograms of
they make in 5 days? government provided 3 rice distributed
To analyze the problem, you meals a day for each equally
can do the following steps: evacuee for 12 days. How to 7 barangays
A. Understand any meals affected by the
1. Read and understand the did the local government typhoon Glenda. How
problem. provided in all? many
2. Know what is asked. Solution: kilograms of rice did
The number of face shields Step 1: (Think). each barangay
they can make in 5 days. What are given in the receive?
3. Know the hidden question/s. problem?
How many face shields can a. How many evacuees were
Aling Rita make in 5 days? there?
How many face shields can Ana b. How many meals a day
make in 5 days? per person did the
Divide using Long
4. Determine the given government prepare?
Division
facts/data. c. For how many days?
Recall: DMBS (Divide –
The given data are: 25 face What is asked in the
Multiply – Subtract –
shields in a day, 30 face problem?
Bring Down)
shields in a day, and 5 days Step 2: (Plan).
In long division, we write
B. Plan a. How will you solve the
the dividend inside the
1. Determine the operations problem? Divide using Long division house and the
needed b. What operations will you Division divisor
The operations to be used are carry out? Recall: DMBS (Divide – outside the division house. Answer: Each
multiplication and c. What strategy will you Multiply – Subtract – To easily remember the barangay received
addition. use? Bring Down) division process, we think 1 091 kilograms of
2. Write the number sentence d. Is there a hidden In long division, we write the of rice with
based on the hidden question? If yes, what is the dividend inside the division the members of the family an excess of 2
questions hidden question? house and the divisor who lives in the house. kilograms.
(25 x 5) + (30 x 5) = N e. What is the number outside the division house. Representation: DMSB
sentence? To easily remember the (Dad – Mom – Sis – Bro)
Step 3: (Solve). division process, we think of
Carry out the operation(s). the members of the family
Step 4: (Look Back). who lives in the house.
Check your answer if it is Representation: DMSB
correct. Have time to reflect (Dad – Mom – Sis – Bro)
and look back on
what you have done. What
worked and what did not
work?
B. Developing There are 5 baskets with 45 Let us solve another Find the quotient of the Practice your
Understanding of the guavas each and 6 baskets with problem. following numbers using the division skills by
Key Idea or Stem 35 oranges each. How many corresponding methods. writing your
more guavas are there than Example: Adelle bought 4 1) 664 ÷ 6 answers on the
oranges? sets of uniforms. She paid (pictorial) space provided:
640 pesos for each set. She 2) 8 480 ÷ 4 (long division)
3) 704 ÷ 7
(long division)
gave 3 000 pesos to the 4) 8 624 ÷ 2 (long division)
cashier. How much change
did she get?

Step 1: (Think).

Given: 4 sets of uniform; 640

pesos each set; 3 000 pesos
payment

Asked: How much change

did she get?

Step 2: (Plan).

Hidden Question: What is

the total cost of the
uniforms?

Number sentence: 3 000 –

(640 × 4) = n

Step 3: (Solve).
 640 × 4 = 2 560

3 000 – 2 560 = 440

Answer: She got a change of

440 pesos.

Step 4: (Look Back).

Review your answer. Is it

correct?

C. Deepening the Alma sold 12 packs of cookies Solve on you own. Follow the Solve each division problem A. The long division Read each problem
Idea of the Key Idea in the morning and 32 steps in problem solving. using the specified method. exercise below shows and solve in a
or Stem packs in the afternoon. Each 1. How many legs are there  564 ÷ 3 different types of errors. separate paper:
pack costs Php35.00. How in 6 cows and 4 chickens? (Pictorial) Find the 1. 1 248 sunflower
much is her total sales? 2. In a cheer dance  7,320 ÷ 5 errors and explain each seeds will be planted
competition, the required (Long division) type of errors. by 25 students of
number of cheer dancers is  945 ÷ 9 B. Find the quotient of the Kapitan
25 (Long division) following numbers using Moy Elementary
and the required number of  6,280 ÷ 4 the suggested method. School. How many
spotters is 8. There were 12 (Long division) Use sunflower seeds will
participating teams. the back page if needed each
Altogether, how many for your solutions. student have? Are
participants joined the 1) 984 ÷ 7 there excess seeds?
competition? (pictorial) How many?
3. A florist buys 20 bundles 2) 2 118 ÷ 4 2. Marcy and her
of roses to be used for (long division) mother packed 1 856
wedding decorations. Each 3) 580 ÷ 9 kilograms of sugar in
bundle has 48 red and white (long division) small
roses. In each bundle there 4) 8 319 ÷ 6 plastic bags. How
are 30 red roses (long division) many plastic bags
and the rest are white. How were used if each bag
many white roses are there contained 8
in all? kilograms?
4. A two-day musical event
sold 1 000 tickets on the first
day and 935 on the
second day. If each ticket
costs 700 pesos, how much
does the musical event
earn from the ticket sales?
After the Lesson/Post Lesson Proper
A. Making How do we multistep word What Are the steps in What are the steps in • Which strategy do you Steps in dividing
Generalizations/Abstr problems? solving a problem ? Dividing 3 to 4-Digit by 1- find easy to perform? numbers involving
actions To solve multi-step routine Digit Numbers Without • In what situations can 1 to 2- digit divisor
problems, do the following Regrouping you use division? with or
steps: • What values did you without remainder:
A. learn from the lesson? 1. Divide the first digit
________________________________ of the (1)_________,
_ starting from the right
B. by the divisor. If the
________________________________ first digit of the
_ dividend is less than
C. the (2)
________________________________ ______, then include
_ the next digit.
D. 2. Multiply the partial
________________________________ quotient by the
_ divisor.
3. (3)________ the
product from the
dividend.
4. Bring down the
next (4)_______ of the
dividend.
5. Repeat the same
process until you
have used all the
digits in the
(5)_______.
B. Assessment- Solve the following routine Answer the problem below Solve Each Problem Find the Quotient Using Choose the letter of
Evaluating Learning problems. Show your solutions. using the step in solving a Using the Specified the Suggested Method the correct answer.
1. Rico can finish designing 135 problem. Method 1. 1,056 ÷ 8 1. It is a method of
flower pots in 4 days. Dino, his 1. 384 ÷ 4 (Pictorial) distributing a group of
friend, can finish designing 265 Maria is organizing a charity (Pictorial) 2. 3,256 ÷ 4 things into equal
in 8 days. Who can design more event and buys 15 tables for 2. 5,760 ÷ 8 (Long division) parts.
flower pots in 8 days? the venue. Each table can (Long division) 3. 742 ÷ 6 A. Subtraction B.
2. Chris earns Php350.00 a day seat 8 people. How many 3. 1,236 ÷ 3 (Long division) Division C.
from her online business. She people can sit at the tables (Long division) 4. 5,482 ÷ 7 Multiplication D.
also in total? If she sells tickets 4. 2,400 ÷ 6 (Long division) Addition
earns an average of Php400.00 for ₱50 each and sells all the (Long division) 5. 1,230 ÷ 3 2. It is the number
a day from her sari-sari store. seats, how much money 5. 512 ÷ 8 (Pictorial) which is divided in the
How much does she earn in 10 does she make in total? (Pictorial) 6. 4,812 ÷ 9 division process.
days? 6. 1,800 ÷ 9 (Long division) A. quotient B. divisor
(Long division) 7. 630 ÷ 5 C. remainder D.
7. 729 ÷ 3 (Long division) dividend
(Long division) 8. 2,940 ÷ 12 3. It is the result
8. 3,456 ÷ 12 (Long division) obtained in the
(Long division) 9. 1,800 ÷ 15 division process.
9. 1,050 ÷ 7 (Pictorial) A. dividend B.
(Pictorial) 10. 7,560 ÷ 10 remainder C. divisor
10. 9,600 ÷ 10 (Long division) D. quotient
(Long division) 4. It is the portion of
 the dividend that is
left over after
division.
A. remainder B.
divisor C. quotient D.
dividend
5. It is a number by
which another
number is to be
divided.
A. quotient B.
dividend C. divisor D.
remainder
6. 45 ÷ 9 =?
A. 4 B. 5 C. 6 D. 7
7. Which has the
same quotient as 125
÷ 25?
A. 30 ÷ 6 B. 16 ÷ 2 C.
6 ÷ 2 D. 4 ÷ 1
8. Kyla has 135 eggs
stored in boxes. If
there are 5 boxes,
how
many eggs are there
in each box?
A. 24 B. 25 C. 26 D.
27
9. Ryan wants to split
a collection of his
marbles into groups
of 15.
He has 330 marbles.
How many groups will
be created?
A. 20 B. 21 C. 22 D.
23
10. If Myla has 426
apples in her basket
and she wants to
share
them equally to her
60 classmates, will
there be an
excess, and by how
many?
A. 3 B. 6 C. 7 D. 8
C. Additional
Activities for
Application or
remediation (if
applicable)

REMARKS
REFLECTION
ASSIGNMENT
(OPTIONAL)