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The document is a detailed lesson plan for a Grade IV Mathematics class at Bulalo Elementary School, focusing on understanding continuous patterns and number sentences. It outlines objectives, learning resources, teaching procedures, and assessment methods to help students determine missing terms in number sequences. The lesson includes various activities, group work, and evaluations to enhance student engagement and understanding.

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Reynn Y. Teves
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
7 views

COT 3

The document is a detailed lesson plan for a Grade IV Mathematics class at Bulalo Elementary School, focusing on understanding continuous patterns and number sentences. It outlines objectives, learning resources, teaching procedures, and assessment methods to help students determine missing terms in number sequences. The lesson includes various activities, group work, and evaluations to enhance student engagement and understanding.

Uploaded by

Reynn Y. Teves
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Bulalo Elementary School

School: Grade Level: IV


(111214)
Teacher: Reynalyn Y. Teves Learning Area: MATHEMATICS
DAILY LESSON PLAN Teaching
Date and Quarter: Third Quarter
Time:

DETAILED LESSON PLAN


I. OBJECTIVES
A. Content The learner demonstrates understanding of concepts of continuous patterns and
Standards
number sentence
B. Performance The learner is able to apply the missing elements in a number sentence
Standards
C. Learning The learners…
Competencies/
Determined the missing terms in a sequence of number (even or odd, multiple of a
Objectives
Write the LC number or factors of a number) M4AL-IIIe-5
code for each
II. CONTENT Lesson 53: Determining the Missing Term/s in a Sequence of Numbers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages TG. pp. 223-225
2. Learner’s
Materials pages LM pp. 168-169
3. Textbook pages
4. Additional
Materials from
Learning Tarpapel, marker, speaker
Resource (LR)
portal
B. Other Learning
Resources Kto12 MELC pp. 214
Value Focus Alertness
IV. PROCEDURES Teacher’s Activity Pupils’ Activity
Preliminary DRILL
Activities
a. Skip counting by 2’s
b. Skip counting by 5’s
c. Skip counting by 10’s
(Pupils will do a skip counting.)
A. Reviewing What are odd numbers? (Pupils will raise their hand to answer)
previous lesson
What are even numbers?
or presenting the
new lesson When do we say that a number is a
multiple of another number?
MOTIVATION
(Engaging Learners in the Activity)
“Bet on Your Letters” Game
I prepared an activity on identifying whether a number is odd or even.
I am going to group a class into three.

Mechanics
1. There are words to be displayed.
2. Each player will guess the number at the back of the letter if it is odd or even
number.
3. Raise your yellow card if it is odd and yellow green if even.
4. After the teacher checks your answer, pass the card to the next player.
5. Earn the highest score to win the game.

M A T H I S F U N
4 9 10 31 22 15 26 37 98
(Pupils will do the game.)
(The teacher will announce the winner)

B. Presenting (Presentation)
example/instance
Present Mr.
thisMarcos
situation to the these
presented class.number patterns to his Math Class.
s of the new
lesson
a. 3, 6, 9, 12, ____, ______
b. 4, 8, 12, 16, ____, _____
Let’s help Mr. Marcos pupils to answer the given problem.
What do you think are the missing term in a?
What about in b?
Let pupils answer these given problems.
C. Discussing new (Modeling)
concepts and Look at the sequence of numbers
practicing new Again, what are the missing terms?
skills #1
The example presented is called a number sequence.
(leads to
Formative
Number sequence- is a list of number arranged in a row.
Assessment 1) Term – each number in the sequence.
Three step to find the missing term/s in a sequence number:
1. Look for its pattern. (Increasing or decreasing)
2. Test the pattern.
3. Determine and write the missing term/s

D. Continuation of (Pupil Activity - Encouraging learners answer the missing terms in a sequence of
the discussion of number)
new concepts Teacher give more examples and guide pupils to answer.
and practicing
new skills #2
(leads to
Write the missing terms in the number sequence, then write the rule in cloud.
Formative
Assessment 2) a. 8, 10, 12, ? ,16, 18, ?, 22 (added by 2)
b. 4, 12, 36, ? (multiply by 3)
c. 32, 16, 8 , ? (divided by 2)

E. Developing (Guided Practice. Instill the value of group


mastery (leads to
collaboration.)
Formative
Assessment 3) Now, I have here another activity for each
group.
What are the things you should remember
when doing an activity? (Pupils will read the standards in doing
group activity.)
STANDARDS IN DOING GROUP ACTIVITY:
1. Read the direction.
2. Cooperate with group mates.
3. Share your ideas.
4. Stay in respective area.
5. Do the activity as fast as you can.
Your performance will be graded according to the following criteria:
CRITERIA Equivalent Score

Correct Answer - 4 pts.


Cooperation - 3 pts.
Presentation - 3 pts.
Total 10 pts.
I will give you enough time to do your (Pupils will do the activities assigned to
activity. their group.)
Don’t hesitate to ask if you have any
clarification about your activity.
Clap your hands if you are done with your
activity.

(Differentiated Activities: There is a


direction for each group on how to
estimate the area of the figure. They will
answer the questions that follow.)

GROUP I Windy number sequence


Directions: Fill the missing numbers, then write the rule in the cloud.
1. 10, 12,14,16, _____ Answer: 18
2. 15, 20, ______, 30, 35 Answer: 25
3. 22, 25, 28, 31, _____ Answer: 34
4. 8, 16, 24, _____, 40 Answer: 32
5. 73, 67, _____ 55, 49 Answer: 61
GROUP II Sunny number sequence
Directions: Find the missing terms in the following number sequences, then write the
rule in the cloud.
1. 2, 4, 6, ______, 10 Answer: 8
2. 18, 23, 28, ______, 38 Answer: 33
3. 45, ______,27, 18, 9 Answer: 36
4. 40, _____, 60, 70, 80 Answer: 50
5. 1, 3,9, 27,81 ______ Answer: 243

GROUP III Stormy number sequence


Directions: Fill the missing term/s, then write the rule in the cloud
1. 90,80, 70, 60, ______ Answer: 50
2. 5, 10, 15, ______, 25 Answer: 20
3. 7, 14, _____, 28, 35 Answer: 21
4. 5, 7, 11, _____, 25 Answer: 17
5. 11, 13, _____17, 19 Answer: 15

Before you present your output, what are


the things you should do while waiting for
your turn? 1. Listen to the presenters.

2. Read and analyze their answer


silently.
3. Stay in respective area.
(After the presentation of each group, the
outputs will be processed and checked by
the teacher.)
Very good presentation class! (Pupils will present their output.)
Give yourselves a Ang galing galing ko
clap!
Is there any question or additional
information about our topic today?
(Pupils will give Yes clap.)

(Pupils may ask questions or give


additional information about the topic.)
F. Making We are done in determining missing term/s
generalizations
in sequence of number.
and abstractions
about the lesson What number sequence?
Number sentence is a list of number
arranged in a row.
What do we call each number in the
sequence?
It’s a term.
Enumerate and write the methods we used
in determining missing terms in a
sequence of number.

Thre

in a
G. Evaluating Direction: Find the missing terms in the given number sequences.
learning
1. 33, 35, ____, 38, ____ 43 Ans. (37,41)
2. 41, ___, 51, 56, _____, 66 Ans. (46, 61)
3. 77, 74, ____, 68, ______, 62 Ans. (71, 65)
4. 6, 7, 9, ____16, _____, 27 Ans. (12, 21)
5. 25, 24, _____, 19, _____, 10 Ans. (22, 15)

H. Additional Direction: Find in the missing terms in the given number sequences.
activities for
application or
remediation 1. 45, 46, _____, 48, _____, 50
2. 67, _____, 65, _____, 63, ____
3. 2, 7, ____, ______, 22, 27
4. 35, 38, _____, 44, ______, 50
5. 51, 46, 41, _____, ______, 26

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners
who earned 80% in
the evaluation ____ of Learners who earned 80% above
B. No. of learners
who require
additional activities
for remediation ____ of Learners who require additional activities for remediation
C. Did the remedial
lessons work?
No. of learners who ____Yes ____No
have caught up
with the lesson ____ of Learners who caught up the lesson
D. No. of learners
who continue to
require remediation ____ of Learners who continue to require remediation

E. Which of my Strategies used that work well:


teaching
strategies ____Tactile,concrete experiences in math: Using three dimensional objects in math instruction such as geometrical
shapes,
worked well? coins, or blocks used to form various geometrical shapes.
Why did these ____Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling metacognitive
work? thought. Ex: Reading a story aloud and stopping at points to think aloud about reading strategies/processes or, in
math, demonstratingthe thought process used in problem solving.
____Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning
strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher
tests’
students’ independent use of it.
____Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc.
____Explicit Teaching Strategies: Presentation, Modelling, Guided Practice, Individual Practice, Assessment/Evaluation
____5Es Teaching Model Approach: Engage,Explore,Explain, Extend/Elaborate,Evaluate

Other Techniques and Strategies used:


___ Repetition
___Math Games
___Manipulative Tools/Materials
___Pair Work
___ Explicit Teaching
___ Group collaboration/Activity
___ Carousel
___ Diads
___ Differentiated Instruction
___Differentiated Activities
___ Discovery Method
___ Lecture Method
___Use of Realia
___Guided Practice
___Individual Practice
___Role Play
___Contest
___Recitation
___Memorization
___Pupil/Leader-Oriented tasks

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio- Visual Presentation of the lesson
___Disciplined Pupils
___Availability of Worksheets
___Availability of PPT presentation

F. What ____ Bullying among pupils


difficulties did I ____ Pupils’ behavior/attitude
encounter which ____Absenteeism
____ Unavailable Technology Equipment (AVR/LCD)
my principal or ____ Unavailability of Electricity
supervisor can ____ Math/ Computer/ Internet Laboratory
help me solve? ____ Additional Clerical works
____None

G. What
innovation or Planned Innovations:
localized
materials did I ____Contextualized/Localized and Indigenized IM’s
____ Localized Videos
use/discover ____ Making catalogue/booklet/ collage from views of the locality
which I wish to ____Recycling of plastic to be used as Instructional Materials
share with other ____ Localized Math Realia/Materials
teachers? ____PPT presentation
Prepared by:

Reynalyn Y. Teves
Grade IV- Adviser

Observed by:

Teodoro S. Montallana Jr.


Head Teacher I

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