School: SAN MATEO ELEMENTARY SCHOOL Grade Level: 4

Teacher: CHRISTINE M. FRANCISCO Learning Area: NATIONAL MATHEMATICS PROGRAM

Teaching Dates and Time: October 28- 31 ,2024 Quarter: SECOND QUARTER
MATATAG K TO 10 Monday-Thursday
CURRICULUM
LESSON EXEMPLAR Checked by: DIVINA D. GOMEZ NOTED: ELIZABETH B. MEDINA, EdD
MASTER TEACHER 1 PRINCIPAL IV

Week 3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners should have knowledge and understanding of…
A. Content Standards
• Multiplication of whole numbers with products up to 1 000 000, division of up to 4-digit numbers by up to 2 digit numbers, and the MDAS rules.
By the end of the quarter, the learners are able to…
• perform multiplication of whole numbers with products up to 1 000 000.
B. Performance Standards
• perform division of up to 4-digit numbers by up to 2-digit numbers.
• perform different operations by applying the MDAS rules.
The learners will be able to:
● Divide two numbers with and without regrouping 2- to 3-digit numbers by 2-digit numbers
C. Learning Competencies
● Estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors, by first estimating the dividends and divisors using multiples of 10.
● Solve multi-step problems involving one or more of the four operations with results of calculations up to 1 000 000, including problems involving money.
At the end of the lesson, the learners are able to:
● Divide two numbers with and without regrouping 2- to 3-digit numbers by 2-digit numbers
D. Learning Objectives
● Estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors, by first estimating the dividends and divisors using multiples of 10.
● Answer multi-step problems involving one or more of the four operations with results of calculations up to 1 000 000, including problems involving money.
II. CONTENT:
III. LEARNING RESOURCES
Santelices, L.B. & Naval, M.O. (2024). DepEd MATATAG Lesson Exemplar in Mathematics 4 for Quarter 2 Week 3. Department of Education, Pasig City
A. References
https://www.youtube.com/watch?v=nDZX40AMkL0
B. Other Learning Resources Division flash cards, Teacher-made activity, rounding off chart and manipulative using play money
IV. TEACHING AND LEARNING PROCEDURES
DAY 1 - Dividing 2- to 3- Digit Numbers Without Remainder
Before/Pre-Lesson Proper
Activating Prior Knowledge Good morning/afternoon, class!
(5 minutes) How are you today? Are you ready for our new lesson today?
Before we start our lesson, let us sing a song composed by Jomina M. Zamora entitled “Divide with You” to the tune of “Pantropiko” by Bini. (The teacher should prepare
a minus-one of Pantropiko using the link https://www.youtube.com/watch?v=nDZX40AMkL0and and show the lyrics of the song through power point presentation.)
Divide with You
Are you ready to divide? Oh shocks!
 Are you afraid to try?
Come on let us divide
Cause Yow! It feels so good.
Divide, Multiply, then Subtract, and bring down the next digit (2x)
Don’t stop until the end
Divide until you get quotient
Can’t wait to divide with you
Come on, let us divide!
Divide, multiply, subtract, bring down, that is how you divide. (2x)

You are a good singer! Give yourselves a very good clap!

What is the song all about? (Expected answer: The song is about the steps in division.)
Now, let us have a review about division facts using flash cards. I prepared flash cards for each group.
Kindly bring out your show-me-board and chalk. Each item will be answered within 30 seconds. When the teacher says GO, raise your show-me-board.
Intervention Group Consolidation Group Enhancement Group
Divide the following 2-digit numbers by 1 digit Divide the following 3-4-digit numbers by 1 digit Count the amount of money then divide it to the
number. number. given number.

Answer: 8 Answer: 3 Answer: 5 Answer:131Answer:141Answer:500

Answer:229

Answer: 12 Answer: 11 Answer: 624 Answer: 419

Answer:311

Answer:699
(Learners may apply skills in simple addition using
money.)
Good job kids! Give yourselves a (name of clap).
NOTES TO THE TEACHER: This activity will serve as a review of their previous topic on dividing numbers. The teacher must prepare the division flash card and number
bowl before the class.
Lesson Purpose/ Today you will learn how to divide 2-3 digits by 2 digits number without remainder to be able to solve real-life division problems.
Intention (1 minute)
To remind everyone, let us recall the terms and meaning of the following symbols/words before we go further to our discussion. (The teacher will show a number
sentence in his/her presentation.)

Lesson Language Practice

(1 minute)

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson. If the learner doesn’t have the idea about
the term/meaning, give a hint or clue for them to answer.
During/Lesson Proper
Read and analyze the problem. (The teacher will present the question. Let the learners read the problem aloud.)
Intervention Group Consolidation Group Enhancement Group
Janna started to save money to buy a birthday Janna started to save money to buy a birthday Janna started to save money to buy a birthday
present for her mother. She saved ₱200 from her present for her mother. She saved ₱560 from her present for her mother. She saved ₱850 from her
school allowance within 10 days. How much does school allowance within 20 days. How much does school allowance within 25 days. How much does
Reading the Key Idea/Stem she save per day? she save per day? she save per day?
What does Janna do to her school allowance?
Who among you saves money?
Why do you save money?
Is it important to save money? Why?
Great answers!
Continue saving for your future needs. Help your parents to save money even if you are still young.
2 minutes
Now, let us answer the following questions to solve the problem.
What is asked in the problem?
What are the given facts?
What operation are you going to use to find the amount of money Janna saves per day?
What is the number sentence based on the given?
Intervention Group Consolidation Group Enhancement Group
Developing Understanding of the
Key Idea/Stem Let us compute ₱560 20. Let us compute ₱850 25.
We can find the quotient using different methods like We can find the quotient using different methods like
10 minutes skip counting/repeated addition, using skip counting/repeated addition, using
illustration/models, and long division. illustration/models, and long division.
 Skip counting/repeated addition Skip counting/repeated addition
Let us compute ₱200 10.
In skip counting, use the smaller number which is In skip counting, use the smaller number which is 25.
We can find the quotient using different methods like
20. Skip count or add until you reach 560. Skip count or add until you reach 850.
skip counting/repeated addition, using
Illustrations/models Illustrations/models
illustration/models, and long division.
Here is an example using money. Here is an example using money.
Skip counting/repeated addition
In skip counting, use the smaller number which is 10.
Skip count or add until you reach 200.
Illustrations/models
Here is an example using money.
How many hundreds, tens, and ones are there? How many hundreds, tens, and ones are there?
Since we are going to divide 560 to a 2-digit number, Since we are going to divide 850 to a 2-digit number,
20, we must regroup the hundreds to tens. 25, we must regroup the hundreds to tens.

How many hundreds, tens, and ones are there?

Since we are going to divide 200 to a 2-digit number,
10, we must regroup the hundreds to tens. You can now You can now
group the tens by 20. group the tens by 25.

You can now group

the tens by 10. Is there an excess Is there an excess
tens? tens?
Since there are 16 excess tens, regroup the tens to Since there are 10 excess tens, regroup the tens to
ones. ones.
How many ones are there in 16 tens? How many ones are there in 10 tens?
Is there an excess
tens?
Since there are no excess tens, nothing will be
regrouped to ones, and since there are no ones, the
value for ones is 0.
Given that there are 2 groups of tens and no group of
ones, we can say that the quotient is ₱20. How many 25
How many 20 ones can you group from 100 ones?
Long division ones can you group from 160 ones?
We are going to use the acronym of DMSB, D stands
for Divide, M stands for Multiply, S stands for
Subtract, and B stands for Bring down.
 Divide 20 by 10.
Multiply 10 by 2.
Subtract 20 by 20.
Bring down 0. Given that there
Repeat the steps until you Given that there are 3 groups of tens and 4 groups of ones, we can
are 2 groups of tens and 8 groups of ones, we can say that the quotient is ₱34.
divide the last digit.
say that the quotient is ₱28. Long division
Long division We are going to use the DMSB acronym, Divide,
We are going to use the DMSB acronym, Divide, Multiply, Subtract, and Bring down.
Multiply, Subtract, and Bring down.
Divide 85 by 25.
Divide 56 by 20. Multiply 25 by 3.
Multiply 20 by 2. Subtract 85 by 75.
Subtract 56 by 40. Bring down 0.
Bring down 0. Repeat the steps until you
Repeat the steps until you
divide the last digit.
divide the last digit.
NOTES TO THE TEACHER: Involve the learners in the discussion by asking them to count and solve.
Deepening You can use any method in dividing numbers. Write your answer on your activity notebook.
Understanding of the Key
Idea/Stem Intervention Group Consolidation Group Enhancement Group
You will do a “Mix and Match” activity. You will do “Guess the Quote” activity. This quote is from Aubrey You will do a “Division Maze” activity.
5 minutes “Drake” Graham.
Match the given expression to the correct Find the quotient of the small boxes below and write the equivalent Find the quotient. Use your answers to color
answer on the box. Color your answer word of the corresponding answer to reveal the message of the a path from start to finish.
according to the color of the box of the quote. Division Maze
expression.

Mix and Match

Answer:
Guess the Quote
Answer:
Answer: Count your blessings, not problems
 NOTES TO THE TEACHER: Teachers should prepare the activity sheets.
After/Post-Lesson Proper
You did a great job!
You've shown an understanding of dividing 2-3-digit numbers by 2-digit numbers without remainder.
What are the ways to divide numbers?
Intervention Group Consolidation Group Enhancement Group
To divide 2-3-digit numbers by 2-digit numbers Fill in the blanks the word to complete the sentence on how Enumerate the steps on how to divide 2-3-digit
without remainder using long division, write the to divide 2-3-digit numbers by 2-digit numbers without numbers by 2-digit numbers without remainder
acronym of DMSB. remainder using long division. using long division.
Making Generalizations and
D- a. Divide the 2-digits ________ to the first 2-digits of
Abstractions
M- the__________.
S- If the dividend is less than the divisor, add _____ digit of
2 minutes
B- the dividend.
b. Multiply the partial _________ by the divisor then write
the answer below the first digits used in the dividend.
c. ________ the partial product from the first partial
dividend.
d. Bring ________ the next digit.
e. Repeat steps up to the last digit of the dividend.
Now, we will test your understanding of dividing 2-3 digits by 2 digits by answering the following tasks. Write your answers on the activity sheet.
Intervention Group Consolidation Group Enhancement Group
Find the quotient using skip counting/repeated Find the quotient using illustration/model. Find the quotient using long division.
Evaluating Learning addition. 1. 85 ÷ 17 = N 1. 85 ÷ 17 = N
1. 85 ÷ 17 = N 2. 966 ÷ 46 = N 2. 966 ÷ 46 = N
4 minutes 2. 966 ÷ 46 = N Answer: 1. 5 2. 21 Answer: 1. 5 2. 21
Answer: 1. 5 2. 21
Good job kids for taking part in our wonderful discussion. Hope you enjoy and learn from our lesson today.
NOTES TO THE TEACHER: Teachers should prepare the activity sheets.
Additional Activities for Intervention Group Consolidation Group Enhancement Group
Application or Remediation (if Find the quotient of 35 ÷ 3 Find the quotient of 109 ÷ 4 Find the quotient of 265 ÷ 6
applicable)
 using any method. using any method. using any method.
Answer: 11 r.2 Answer: 27 r.1 Answer: 44 r.1
Remarks
Reflection
DAY 2 - Dividing 2- to 3- Digit Numbers with Remainder
Before/Pre-Lesson Proper
Good morning/afternoon, class!
How is your day? Are you ready for our National Mathematics Program?
Can you still remember our song yesterday?
Let us sing the song “Divide with You”. (Show the lyrics of the song through presentation.)
Give yourselves a wow clap!

Let us play a game called The Boat is Sinking.

Activating Prior Knowledge
Here is the mechanics of the game:
(5 minutes)
• I will tell a number and I will say “The boat is sinking, group yourselves into (number).” (The teacher will tell a number that some learners cannot form a group so there
will be a remainder.)
• Then you will count the number of groups formed and the learner who did not belong to any group if there are.
• Then you will form and write a division sentence based on the groupings.
For example, 40 pupils grouped by 9 will form 4 groups and 4 are out (remainder).
Therefore, your division sentence is 40 ÷ 9 = 4 r.4
NOTES TO THE TEACHER: The game will end after 2 rounds.
Lesson Purpose/ Intention (1 Today you will learn how to divide 2-3 digits by 2 digits number with remainder to be able to solve real-life division problems.
minute)
Arrange the jumbled letters to form the word related to our discussion today.
(After answering, let them read the word 3 times.)
MNDREAIER
Lesson Language Practice Remainder is the word.
(1 minute) Do you know what is a remainder?
Can you give a synonym for remainder?
NOTES TO THE TEACHER: This part introduces the key term to be used in the lesson. If the learner doesn’t have the idea about the term/meaning and synonym, give
a hint or clue for them to answer.
During/Lesson Proper
Reading the Key Idea/Stem Kindly read the meaning of remainder. (Let them read 3 times)
The remainder is the remaining part or leftover value after performing the division.

Yesterday we studied about dividing numbers without remainder because we get an exact answer and there was no value left after dividing all the digits, and today, we
are going to divide 2-3-digit number by 2-digit numbers with remainder or with left over value.
 Just like what we play earlier, after forming a group, there was an excess classmate who doesn’t have a group.
What do you call the excess count of your classmates?
2 minutes
Learners who do not have a group are what we call the remainder.
Developing Understanding of the Let’s have an example.
Key Idea/Stem Intervention Group Consolidation Group Enhancement Group
Solve: ₱45 12 = N Solve: ₱115 10 = N Solve: ₱347 25 = N
10 minutes
I have here a representation using number disc. I have here a representation using number disc. I have here a representation using number disc.

First, let us First, let us regroup the

regroup the tens to ones because we cannot form a First, let us regroup the hundreds to tens. hundreds to tens.
group of tens by 12.

Based on the
illustration, we can form 1 group of 10. Regroup Then group the tens by
the excess 10 to ones
Then group the
ones by 12.

How many 10 25. Based on the

ones can you form from 15 ones? illustration, we can form 1 group of 25. Regroup the
How many ones are left? excess 10 to ones.
Therefore, the quotient is ₱11 remainder 5 (₱11
How many 12
r. 5).
ones can you form from 45 ones?
Long division
How many ones are left?
Therefore, the quotient is ₱3 remainder 9 (₱3 r. 9).
Long division Divide 11 by 10. How many 25 ones can
Multiply 10 by 1. you form from 97 ones?
Subtract 11 by 1. How many ones are left?
Bring down 5.
Therefore, the quotient is ₱13 r. 22.
Repeat the steps until Long division
you divide the last digit.
 The quotient is ₱11 r. 5.
Divide 45 by 12. Divide 34 by 25.
Multiply 12 by 3. Multiply 25 by 1.
Subtract 34 by 25.
Subtract 45 by 36. Bring down 7.
Remainder Repeat the steps until you
divide the last digit.

The quotient is ₱3 r. 9. The quotient is ₱13 r. 22.

NOTES TO THE TEACHER: Involve the learners in the discussion by asking them to count and solve.
Let’s do Pick and Paste activity. Fill in the correct answer by picking a number card and paste it to the blank.

Intervention Group Consolidation Group Enhancement Group

Answer Answer Answer

Deepening Understanding of the
Key Idea/Stem 2 11 19
5 minutes
3 9 15
6 18 11
NOTES TO THE TEACHER: The teacher should prepare the number cards before the start of the class.
After/Post-Lesson Proper
You did a great job!
You've shown an understanding of dividing 2-3-digit numbers by 2-digit numbers with remainder.
Making Generalizations and Intervention Group Consolidation Group Enhancement Group
Abstractions Complete the sentence: How would you know if there is a remainder? Give an In your own words, state how to divide 2-3-digit
A remainder is the remaining part or ________ example that contains a remainder. numbers by 2-digit numbers with remainder using
2 minutes value after performing the division. In what situations can you use long division.
Which strategy do you find easy to perform? Why? division? In what situations can you use
division?
Now, we will test your understanding of dividing 2-3 digits by 2 digits by answering the following tasks. Write your answers in our activity notebook.

Intervention Group Consolidation Group Enhancement Group

Evaluating Learning
Find the quotient of the following using any method: Find the quotient of the following using any method: Find the quotient of the following using any method:
1. 64 ÷ 14 = N Answer: 4 r. 8 1. 153 ÷ 10 = N Answer: 15 r. 3 1. 307 ÷ 12 = N Answer: 25 r. 7
4 minutes
2. 97 ÷ 15 = N Answer: 6 r. 7 2. 240 ÷ 11 = N Answer: 21 r. 9 2. 425 ÷ 22 = N Answer: 19 r. 7
Good job kids for taking part in our wonderful discussion. Hope you enjoy and learn from our lesson today.
NOTES TO THE TEACHER: Equations will be presented using power point presentation.
 Intervention Group Consolidation Group Enhancement Group
Additional Activities for
Application or Remediation (if Try to answer the following numbers by rounding off the Try to answer the following numbers by rounding off the Try to answer the following numbers by rounding off the
applicable) following numbers to the nearest tens. following numbers to the nearest tens. following numbers to the nearest hundreds.
1.) 28 2.) 34 3.) 56 1.) 98 2.) 134 3.) 256 1.) 108 2.) 345 3.) 586
Answer: 1. 30 2. 30 3. 60 Answer: 1. 100 2. 130 3. 260 Answer: 1. 100 2. 300 3. 600
Remarks
Reflection
DAY 3 - Estimating Quotient
Before/Pre-Lesson Proper
Good morning/afternoon, class!
How are you today? Are you ready for our National Mathematics Program?
Before we start our class, let us sing the song “Divide with You”. You can dance while singing.

All of you are great singers and dancers.

To start our class, let’s have an activity. Everyone will receive a paper strip with a 2 to 4-digits number written on
it. Round off the number to the highest place value then put the paper strips in the rounding off chart.
Activating Prior Knowledge
(5 minutes)

Good job kids. This activity will help you through our lesson today.
NOTES TO THE TEACHER: The teacher should prepare paper strips with a 2 to 4-digits number and the round-off chart.
Lesson Purpose/ Intention (1 Our lesson for today is about estimating quotients when dividing 3- to 4-digit dividends by 1- to 2-digit divisors.
minute)
What is meant by estimation?
Estimation means guessing or trying to get the approximate value of a number near its actual value. The best way to estimate is to round up the given numbers to the
nearest 10, 100, or 1000. This will help you to perform computations easily.
Lesson Language Practice
For example, we try to estimate the amount to be paid when buying food at the canteen or restaurant.
(1 minute)
Can you give an example of when to use estimation?
You’re correct!
NOTES TO THE TEACHER: This part introduces the key term to be used in the lesson. If the learner doesn’t have the idea about the word, give a hint or clue for them
to answer.
During/Lesson Proper
 Do you know how to estimate quotient of two numbers?
I will teach you how to do it.
Read the following steps on how to estimate quotients:
Reading the Key Idea/Stem 1. Get the estimated value of the dividend and divisor by rounding off to the highest place value except if the divisor is 1-digit.
2 minutes 2. Identify if the dividend is divisible by the divisor.
3. Give the appropriate numbers.
4. Divide to get the estimated quotient.
Note that if the estimated dividend is not divisible by the estimated divisor, look for the closest number of the dividend that can be easily divided by the divisor.
Let’s apply the steps on how to estimate a quotient. Read the problem by group.

Zamora family’s monthly electric bill costs ₱867.00. About how much is their consumption per day
given that there are 30 days in a month?

Let’s analyze the problem and answer the following questions:

1. What can you say about the electric bill of Zamora family compared to your family’s electric bill?
2. In what ways can you help to lessen or save your electricity consumption per month?
Very good! Saving electricity can lessen our family’s monthly expenses.
3. What are the given?
4. What is asked in the problem?
5. What operation are you going to use?
Developing Understanding of the
Key Idea/Stem 6. Give the number sentence.

10 minutes Since we already have the number sentence 867 ÷ 30, we can now estimate the daily consumption of their electricity.

7. Solve First, let’s find the estimated value of the dividend and divisor.
Using the estimated value of the dividend, 900, and estimated value of the divisor, 30, identify if
we can directly divide the two numbers.

If the estimated dividend is not divisible by the estimated divisor or not compatible, look for the closest number that can be easily divided by the divisor.
Since our estimated values can be divided directly, what is the estimated quotient?
Very good! The estimated quotient is ₱30.
NOTES TO THE TEACHER: The bill given above may be used for consolidation. For intervention, the teacher may use ₱245 and for enhancement, the teacher may
use ₱1 832. Involve the learners in the discussion by asking them to count and solve.
Deepening Understanding of the Let’s answer more examples to deepen your understanding.
Key Idea/Stem
 Intervention Group Consolidation Group Enhancement Group
Estimate the quotient of 116 ÷ 3 by answering the Let us complete the table. Let us complete the table.
following: Give the estimated value of the dividend and the Give the estimated value of the dividend and the
What is the estimated value of the dividend? divisor then find the estimated quotient. divisor. Identify the compatible numbers and find the
What is the estimated value of the divisor? estimated quotient.
Can we divide it directly? Since the estimated
dividend 200 is not compatible to 3, we will find a
number closest to 116 that is divisible by 3. What is
the closest number? (120 is the answer)
5 minutes The estimated quotient of 120 ÷ 3 is _______ (4 is Answer:
the answer) Answer:

180 20 180 9 180&9 20

400 20 21 400 20 420&20 21

Give five claps for learners who answer correctly.

NOTES TO THE TEACHER: The teacher should guide the learners through this activity.
After/Post-Lesson Proper
You did a great job! You've shown an understanding of estimating quotient when dividing 3-4-digit numbers by 1-2-digit numbers.
Intervention Group Consolidation Group Enhancement Group
Arrange the steps in estimating quotients by using Fill in the blanks the correct word that states the steps in Enumerate the steps on how to estimate quotients
ordinal numbers. estimating quotient. when dividing 3-4-digit numbers by 1-2-digit
____ Get the estimated value of the dividend and 1. Get the __________ value of the dividend and divisor. numbers.
Making Generalizations and
divisor. 2. Identify if the _______ is divisible by the divisor. In what situation in your life can you apply
Abstractions
____ Divide to get the estimated quotient. 3. Give the __________ numbers. estimating quotients?
____ Identify if the dividend is divisible by the 4. ________ to get the estimated quotient.
2 minutes
divisor.
____ Give the appropriate numbers. In what situation in your life can you apply estimating
quotients?
In what situation in your life can you apply
estimating quotients?
Evaluating Learning Now, we will test your understanding on estimating quotients when dividing 3-4 digits by 1-2 digits by answering the following tasks. Write your answers on your activity
4 minutes notebook.
Intervention Group Consolidation Group Enhancement Group
True or False Give what is asked. Find the estimated quotient of the following:
1. The first step in estimating a quotient is by 1. Given: 398 ÷ 4 1. 398 ÷ 4 = N Answer: 100
 estimating the value of the dividend and divisor. Estimated value 2. 495 ÷ 22 = N Answer: 25
2. In estimating the quotient of 398 ÷ 4, the of the dividend: ___ Answer: 400 3. 1286 ÷ 20 = N Answer: 65
estimated value of the dividend is 400. Estimated value
3. In estimating the quotient of 388 ÷ 4, the of the divisor: ____ Answer: 4
estimated quotient is 40. Compatible numbers: ____
Answer: 1. True Answer: 400 and 4
2. True Estimated quotient: ___Answer:100
3. False 2. 495 ÷ 22
Estimated value
of the dividend: _____ Answer: 500
Estimated value
of the divisor: _____ Answer: 20
Compatible numbers: _____
Answer: 500 and 20
Estimated quotient: ____ Answer:25
Good job kids for taking part in our wonderful discussion. Hope you enjoy and learn from our lesson today.
Intervention Group Consolidation Group Enhancement Group
Additional Activities for Solve the problem. Solve the problem. Solve the problem.
Application or Remediation (if Mel saved 50 pesos during the first week of his class Mel earned 550 pesos during the first week of his class Mel earned 3,500 pesos during the first week of his
applicable) and 80 pesos the following week. On the average, how and 780 pesos the following week. On the average, class and 2,780 pesos the following week. On the
much did he save each week? how much did he earn each week? average, how much did he earn each week?
Answer: 65 pesos Answer: 665 pesos Answer: 3 140 pesos
Remarks
Reflection
DAY 4 - Problem Solving on Division
Before/Pre-Lesson Proper
Activating Prior Knowledge Good morning/afternoon, class!
(5 minutes) How are you today?
Are you ready for our National Mathematics Program?
Let us sing and dance the song “Divide with You”.
Before we start our class, let’s have a review about solving equations involving one or more operations by playing a game called “Connect the dots”. Solve the equations
and connect it with the corresponding answer by drawing a line. After this game, you will be surprised of the image you will form.
 What image did you form? (Expected answer is mango.)
Do you have any idea about mango?
(Expected answer: Mango is our national fruit.)
NOTES TO THE TEACHER: The teacher should prepare the “Connect the dots” printed material before the class.
Lesson Purpose/ Intention (1 Today, we are going to solve multi-step problems involving one or more operations, including money.
minute)
In solving multi-step problems, we can use Think - Plan – Solve – Look back method.
Step 1. Think – Identify the given and what is asked.
Lesson Language Practice Step 2. Plan – Select an appropriate strategy to solve the problem.
(1 minute) Step 3. Solve – Solve and answer the problem.
Step 4. Look back – Review your solution and answer.
Let us solve problems by using Think – Plan – Solve – Look back method.
During/Lesson Proper
Let us start our discussion by reading and analyzing the problem.
Intervention Group Consolidation Group Enhancement Group
Reading the Key Idea/Stem Marian has 12 mangoes. Joyce has 8 mangoes. They Marian has 87 mangoes. Joyce has 69 mangoes. They Marian has 125 mangoes. Joyce has 99 mangoes.
2 minutes want to give it equally to 4 families living on the street. want to give it equally to 6 families living on the street. They want to give it equally to 14 families living on the
How many mangoes will each family receive? How many mangoes will each family receive? street. How many mangoes will each family receive?

What are the steps in solving problems? (Expected answer: Think, Plan, Solve and Look back)
Developing Understanding of the Let’s apply the steps to the problem.
Key Idea/Stem Intervention Group Consolidation Group Enhancement Group
Step 1. Think. Step 1. Think. Step 1. Think.
10 minutes Guided Question: Guided Question: Guided Question:
 What are the given facts?  What are the given facts?  What are the given facts?
(Expected answer: 12 mangoes, 8 mangoes and 4 (Expected answer: 87 mangoes, 69 mangoes and 6 (Expected answer: 125 mangoes, 99 mangoes and
 families) families) 14 families)
 What is asked in the problem?  What is asked in the problem?  What is asked in the problem?
(Expected answer: How many mangoes will each (Expected answer: How many mangoes will each (Expected answer: How many mangoes will each
family receive?) family receive?) family receive?
Step 2. Plan. Step 2. Plan. Step 2. Plan.
Guided Question: Guided Question: Guided Question:
 What operations are you going to use to solve the  How will you solve the problem?  How will you solve the problem?
problem? (Expected answer: by adding the mangoes and (Expected answer: by adding the mangoes and
(Expected answer: addition and division) dividing to 6 families) dividing to 14 families)
 Give the number sentence to solve the problem.  Give the number sentence to solve the problem.  Give the number sentence to solve the problem.
(Expected answer: (12 + 8) ÷ 4 = N) (Expected answer: (87+69) ÷ 6 = N) (Expected answer: (125+99)÷ 14 = N)
Step 3. Solve. Step 3. Solve. Step 3. Solve.
(12 + 8) ÷ 4 = N (87 + 69) ÷ 6 = N (___ + ___) ÷ ___ = N
_____ ÷ 4 = N ____ ÷ ____ = N ____ ÷ ____ = N
_____ = N _____ = N _____ = N
Answer: Each family will receive ___ mangoes. Answer: Each family will receive ___ mangoes. Answer: Each family will receive ____ mangoes.
(Expected answer: 5 mangoes) (Expected answer: 26 mangoes) (Expected answer: 16 mangoes)
Step 4. Look back Step 4. Look back Step 4. Look back
Review your solution to re-check if your answer is Review your solution to re-check if your answer is Review your solution to re-check if your answer is
correct. correct. correct.
What values do Marian and Joyce show to the families living on the street?
Will you do the same? Why or why not?
Great answer! Give a helping hand to other people in need.
Deepening Understanding of the Let’s try another example to deepen your understanding.
Key Idea/Stem Intervention Group Consolidation Group Enhancement Group
Problem: Problem: Problem:
5 minutes Mark’s mango shake store earned ₱450.00 on Mark’s mango shake store earned ₱679.00 on Mark’s mango shake store earned
Saturday and ₱350.00 on Sunday. How much is his Saturday and ₱563.00 on Sunday. How much is his ₱1 406.00 on Saturday and ₱1 238.00 on Sunday.
average earnings within 2 days? average earnings within 2 days? How much is his average earnings within 2 days?
Step 1. Think. Step 1. Think. Step 1. Think.
Guided Question: Guided Question: Guided Question:
 What are the given facts?  What are the given facts?  What are the given facts?
(Expected answer: ₱450.00, ₱350.00 and 2 days) (Expected answer: ₱679.00, ₱563.00, and 2 days) (Expected answer: ₱1 406.00,
 What is asked in the problem?  What is asked in the problem? ₱1 238.00, and 2 days)
(Expected answer: How much is his average (Expected answer: How much is his average  What is asked in the problem?
earnings within 2 days?) earnings within 2 days?) (Expected answer: How much is his average
Step 2. Plan. Step 2. Plan. earnings within 2 days?)
 Guided Question: Guided Question: Step 2. Plan.
 What operations are you going to use to solve the  How will you solve the problem? (Expected answer: Guided Question:
problem? by adding the earnings then divide it to 2 days)  How will you solve the problem? (Expected answer:
(Expected answer: addition and division)  Give the number sentence to solve the problem. by adding the earnings then divide it to 2 days)
 Give the number sentence to solve the problem. (Expected answer: (679+563) ÷2 = N)  Give the number sentence to solve the problem.
(Expected answer: (450 + 350) ÷2= N) Step 3. Solve. Expected answer:(1 406+1 238)÷2= N
Step 3. Solve. (679 + 563) ÷ 2 = N Step 3. Solve.
(450 + 350) ÷ 2 = N ____ ÷ ____ = N (_____ + ______) ÷ _____ = N
_____ ÷ 2 = N _____ = N ____ ÷ ____ = N
_____ = N Answer: His average earnings is ₱___. _____ = N
Answer: His average earnings is ₱___. (Expected answer: ₱621.00) Answer: His average earnings is ₱___.
(Expected answer: ₱400.00 Step 4. Look back (Expected answer: ₱1 322.00
Step 4. Look back Review your solution to re-check if your answer is Step 4. Look back
Review your solution to re-check if your answer is correct. Review your solution to re-check if your answer is
correct. correct.
Is there any question about our lesson today?
NOTES TO THE TEACHER: The teacher should guide the learners through this activity.
After/Post-Lesson Proper
You did a great job! You've shown an understanding of solving multi-step problem.
Intervention Group Consolidation Group Enhancement Group
Give the 4 steps in solving multi-step problem by Enumerate the guided questions of each step in solving Enumerate the steps and guided questions on
completing the letters into words. multi-step problem. how to solve multi-step problem in your own
Step 1 - T__________ Step 1. Think words.
Step 2 - P__________ a. _________________________________
Making Generalizations and
Step 3 - S__________ b. _________________________________
Abstractions
Step 4 - L__________ Step 2. Plan
a. _________________________________
2 minutes
b. _________________________________
Step 3. Solve
_________________________________
Step 4. Look back
_________________________________
To solve multi-step problems, we can use Think - Plan – Solve – Look back method.
Evaluating Learning Let us test your understanding on solving multi-step problem. Write your answer on your activity notebook.
Intervention Group Consolidation Group Enhancement Group
4 minutes Read the problem then answer the questions below. Answer the questions below using the given Solve the problem by using the Think – Plan – Solve
Write the letter of the correct answer. problem. - Look back method.
Problem: Jennifer has 32 mango seeds. She gave 2
mango seeds to her teacher and gave the rest to her Problem: Jennifer has 32 mango seeds. She gave 2 Problem: Jennifer has 185 mango seeds. She gave
15 classmates equally. How many mango seeds did mango seeds to her teacher and gave the rest to her 25 mango seeds to her teacher and gave the rest to
each of her classmate receive? 15 classmates equally. How many mango seeds did her 32 classmates equally. How many mango seeds
1. What are the given? each of her classmate receive? did each of her classmate receive?
a. 2 mango seeds, 15 mango seeds, and 32 Step 1. Think.
classmates 1. What are the given facts? Answer: 5 mango seeds
b. 15 mango seeds, 2 mango seeds, and 32 2. What is asked in the problem?
classmates
c. 32 mango seeds, 2 mango seeds, and 15 Step 2. Plan.
classmates 3. How will you solve the problem?
d. 32 mango seeds, 15 mango seeds, and 2 4. Give the number sentence to answer the problem.
classmates Step 3. Solve.
2. What is asked in the problem? 5. (___ - ___) ÷ ____ = N
a. How many mango seeds did each of her ____ ÷ ____ = N
classmate receive? _____ = N
b. How many mango seeds did the teacher receive? Answer: Each of her classmate
c. How many classmates received mango seeds? received ______ mango seeds.
d. How many teachers received mango seeds? Answer: 2 mango seeds
3. How will you solve the problem?
a. By adding the mango seeds then divide it to 15
classmates
b. By subtracting the mango seeds then divide it to
15 classmates
c. By multiplying the mango seeds then divide it to
15 classmates
d. By dividing the mango seeds then divide it to 15
classmates
4. Which is the correct number sentence to the
problem?
a. (32 + 2) ÷ 15 = N
b. (32 - 2) ÷ 15 = N
c. (32 x 2) ÷ 15 = N
d. (32 ÷ 2) ÷ 15 = N
5. Which is the correct solution and answer?
a. (32 + 2) ÷ 15 = N
34 ÷ 15 = N
Answer: Each of her classmate
 received 2.27 mango seeds.
b. (32 - 2) ÷ 15 = N
30 ÷ 15 = N
Answer: Each of her classmate
received 2 mango seeds.
c. (32 x 2) ÷ 15 = N
64 ÷ 15 = N
Answer: Each of her classmate
received 4.27 mango seeds.
d. (32 ÷ 2) ÷ 15 = N
16 ÷ 15 = N
Answer: Each of her classmate
received 1.07 mango seeds.
Answer:1. c 2. a 3. b 4. b 5. b
Good job kids for taking part in our wonderful discussion. Hope you enjoy and learn from our lesson today.
NOTES TO THE TEACHER: Problems will be presented using power point presentation.
Before we end our class today, I have an assignment for you. Solve the problem using Think – Plan – Solve – Look back method.
Intervention Group Consolidation Group Enhancement Group
Problem: Problem: Problem:
Additional Activities for
Kim saved ₱250.00 for the month of June, ₱300.00 for Kim saved ₱480.00 for the month of June, ₱370.00 for Kim saved ₱1 250.00 for the month of June, ₱1 300.00
Application or Remediation (if
applicable) the month of July and ₱350.00 for the month of August. the month of July and ₱590.00 for the month of August. for the month of July and ₱2 850.00 for the month of
How much is her average savings within 3 months? How much is her average savings within 3 months? August. How much is her average savings within 3
Answer: ₱300.00 Answer: ₱480.00 months?
Answer: ₱1 800.00
Remarks
Reflection