4

Quarter 1
Lesson 1 4
Lesson Exemplar Lesson

for Mathematics 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 4: Lesson 1 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

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Development Team
Writer:
• Argiel L. Agapay (Liliw National High School)

Validator:
• Lalaine Ann F. Manuel, Ph.D. (Cental Luzon State University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 4 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of presentation and interpretation of data in tabular form and
Standards in a single line graph.

B. Performance By the end of the quarter, the learners are able to present and interpret data in tabular form and in a single-line
Standards graph.

C. Learning 1. Collect data with time elements using appropriate sources.

Competencies 2. Present data in a tabular form, or in a single line graph.
and Objectives 3. Interpret data presented in a tabular form, or in a single line graph.
4. Solve problems using data for at most two variables in a tabular form, or in a single line graph.

D. Content Collecting, Presenting and Interpreting Data

E. Integration Entrepreneurship

II. LEARNING RESOURCES

816 Math Blog. (2011). Sarah’s graphing Post. Blogger. https://spmath81611.blogspot.com/2011/11/sarahs-graphing-post.html

MATH Worksheets 4 Kids. (2024). Line Graph worksheets. https://www.mathworksheets4kids.com/line-graph.php
Pierce, R. (2022). Line graphs. Math is Fun. https://www.mathsisfun.com/data/line-graphs.html

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review The activity is intended to recall
Activity 1: Name It! the different types of graphs
Instruction: Show the following pictures of graphs to the class. Let them identify that can be use in presenting
what type of graph is it. data.

You may also ask the learners

what they remember about
each type of graph.

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 1. 3. All pictures are sourced from
https://spmath81611.blogspot.
com/2011/11/sarahs-
graphing-post.html

Answer Key:
1. pictograph
2. bar graph
2. 4.
3. line graph
4. circle graph or pie chart

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Activity 2: Analyze It! Activity 2 is intended to show
Instruction: Let the learners analyze the situation below. After that, let them data presented in tabular form.
answer the question that follows. Give the learners a few minutes
to analyze the table before
Joana owns a grocery store. One of the products she sells in her store is ice asking them the guide
cream. During the first week of May, her weekly ice cream sales are as follows: questions. You may also add
other questions if necessary.
Ice Cream Sales for the Week
Day Sales Answer Key:
Monday ₱310 a. Monday
Tuesday ₱440 b. Sunday
Wednesday ₱550 c. ₱3,840
Thursday ₱420 d. The ice cream sales are
Friday ₱510 high during weekends.
e. Yes
Saturday ₱790
Sunday ₱820

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 Guide Questions:
1. In what day is the ice cream sales lowest?
2. In what day is the ice cream sales highest?
3. What is the total weekly ice cream sales?
4. Base on the table, what can you infer about the ice cream sales?
5. Do you think there is another way of presenting the data in the table?

2. Unlocking Content Vocabulary

After accomplishing Activity 2, introduce the following mathematical concepts:
1. Data is a collection of facts and figures that can be in numerical or non-
numerical form.
2. Data collection refers to the systematic process of gathering, measuring,
and recording data. This may be done through surveys, interviews, and
observations.
3. A table is an arrangement of data, typically in rows and columns, that
summarizes it in easy-to-understand format.
4. Line graph is used to display data that shows change over time as series of
data points connected by a straight line segments.

C. Developing and DAY 2

Deepening 1. Explicitation
Understanding Introduce the steps in presenting data in tabular form. In presenting data in
tabular form:
1. Determine the needed number of columns and rows.
2. Label properly the first row of the table depending on the data collected (You
may also use the first column for this).
3. Include a title that briefly describes that data presented.

2. Worked Example
Jaychelle, a resident of Liliw, interviewed the owner of Badong’s Footwear to Ask the learners first the
determine number of pairs of slippers they sold each month last 2022. According question, “How did Jaychelle
to the owner, they sold 125 pairs in January, 200 pairs in February, 175 pairs in collected the number of pairs of
March, 475 pairs in April, 50 pairs in May, 100 pairs in June, 300 pairs in July, slippers sold each month of
150 pairs in August, 150 pairs in September, 50 pairs in October, 350 pairs in 2022?” This is to emphasize
November, and 400 pairs in December. Present the data collected using a table. that one method of collecting

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Solution: First, decide on the number of rows and columns needed. You may use data is through interviews.
2 columns for the month and number of pairs sold and 13 rows (first row for the Remind learners of the proper
label and the remaining rows for the months). ways of interviewing and the
value of respect while
Then, you may use Month and Pairs for the label of the first row. Allow the conducting the interview.
learners to complete the data for each column.
Month Pairs
January 125 Prepare beforehand a blank
February 200 table where the learners can
March 175 write down the labels and the
April 475 data from the situation in
May 50 example 1.
June 100
July 300
August 150
September 150
October 50
November 350
December 400

Lastly, include a title that briefly describes the table.

Pairs of Slippers Sold per Month (2022)

You may also use other brief
Month Pairs titles for the table as long as it
January 125 describes the data presented.
February 200 Get ideas from the learners.
March 175
April 475 The teacher may also
May 50 emphasize the value of
June 100 entrepreneurial mindset among
July 300 learners.
August 150
September 150 Emphasize that based on the
October 50 situation, the data was
November 350 collected through observation.
December 400 Remind the learners in proper

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DAY 3 ways of observation to ensure
1. Explicitation that accurate data will be
Introduce the steps in presenting data in single line graph. In presenting data as a collected.
single line graph:
1. Draw a vertical scale with tick marks. Label the tick marks and give the
scale a label.
2. Draw a horizontal scale with tick marks. Label the tick marks and give the
scale a label.
3. Plot a dot in each data value.
4. Connect the dots and give the graph a title.

2. Worked Example
Your teacher in Home Economics wanted you to determine the number of sari- You may prepare this
sari stores in the six barangays of your municipality. The table below shows beforehand by printing it or
your observation: drawing it on a manila paper.
No. of Sari-sari Stores per Barangay Let the learners write down the
Barangay Sari-sari Stores labels one by one.
Kanlurang Bukal 10
Ilayang Palina 3 Note: You may access the
Maslun 5 images use for the line graph
Burgos 7 thru the link below or by
Oples 1 scanning the QR code:
Masikap 4 http://tinyurl.com/my-line-
graph
Present the data using a single line graph.

Solution: First create a horizontal and vertical

scale with tick marks. Label the tick marks
and label the scale. (Note: Data presented as
numbers should be in the horizontal scale)

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 This is how it will look like once
the learners completed all the
necessary labels.

Next is to plot each data value then connect it. Lastly, give it a title.
Ask the learners about the
Sari-sari Stores per Barangay challenges they encounter while
plotting the points. Make sure
to correct misconceptions and
confusions if there are any.

For this part, you may plot the

first data value as an example,
then let the learners do the rest
including the part of connecting
each data point. Once
completed, this is how the
graph will look like.

Note: You may add more

DAY 4 examples if needed.
3. Lesson Activity
Activity 3: Draw and Interpret (See Worksheet Activity 1) Provide enough time for the
Instruction: Let the learners analyze the situation below. After that let them draw learners to accomplish this
a line graph and answer the questions that follows. activity.

A mini zoo recorded the number of their visitors for six days. You may adjust the indicated
time in the worksheet for this
activity if necessary.

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 Day Number of Visitors Answer Key:
1 200
2 600
3 400
4 350
5 800
6 500

Draw a line graph that represents the record of the mini zoo.
ZOO VISITORS

1. 400
2. 600
3. 100
4. 3 days
5. ₱30 000

1. How many visitors were there on Day 3?

2. How many more visitors were there on Day 5 than on Day 1?
3. How many fewer visitors were there on Day 6 than on Day 2?
4. How many days did the zoo have fewer than 500 visitors?
5. If the ticket per visitor cost ₱150, how much is the ticket sale on Day 1?

D. Making DAY 4 The activity is intended to

Generalizations 1. Learners’ Takeaways and Reflection on Learning determine what the learners
Closing the Loop! have learned as well as to give
Instruction: Let the learners answer the following questions. feedback to their experiences
1. What are the key concepts of our lesson? during the lesson. Allot enough
2. Which part of the lesson is the easiest for you? Why? time to listen and process the
3. Which part of the lesson is the hardest for you? Why? responses of your learners. You
4. How are we as a class today? may also add questions if
needed.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 5 Answer Key:

Learning 1. Formative Assessment 1. 27 cars
Activity 4. Interpret It! (See Worksheet Activity 2) 2. Friday
Instruction: Let the learners analyze the situation presented on a line graph. After 3. 3 days
that, let them answer the questions that follows. 4. 2 cars
5. ₱4 250 000
George works as a salesman in an authorized car showroom. He records the
number of cars he sold in five days (Monday to Friday) on a line graph.

Car Sales

1. How many cars were sold in 5 days?

2. On which day were the maximum number of cars sold?
3. How many days did George have sold cars fewer than 6?
4. How many more cars were sold on Tuesday than on Monday?
5. If a car cost ₱850 000, how much did he sell on Tuesday?

2. Homework (Optional)

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B. Teacher’s Note observations on any The teacher may take note of
Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.
learner engagement/
Teachers may also suggest
interaction
ways to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?