Q2 Lesson Exemplar For Mathematics Grade 4 - DepED PDF

4 Quarter 2 1 Lesson Exemplar Lesson for Mathematics 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson E...

4 Quarter 2 1 Lesson Exemplar Lesson for Mathematics 1 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar for Mathematics Grade 4 Quarter 2: 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. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writers: Lorelei B. Santelices (Ateneo de Naga University) Ma. Jeanette O. Naval, Ph.D. (Ateneo de Naga University) Validators: Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila) Lalaine Ann F. Manuel, Ph.D. (Central 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 2 / GRADE 4 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content The learners should have knowledge and understanding of… 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. B. Performance By the end of the quarter, the learners are able to… Standards perform multiplication of whole numbers with products up to 1 000 000. perform division of up to 4-digit numbers by up to 2-digit numbers. perform different operations by applying the MDAS rules. C. Learning 1. Multiplying numbers with and without regrouping: Competencies a. 3- to 4-digit numbers by a 1-digit number, and and Objectives b. 2- to 3-digit numbers by 2-digit numbers, with products up to 1 000 000. 2. Estimate the result of multiplying two numbers where the product is less than 1 000 000. D. Content A. Multiplying Whole Numbers B. Estimating Products E. Integration Principles of Values Education/Christian Living Education II. LEARNING RESOURCES Bennett, L. B. A. (2013). Mathematics for Elementary Teachers: A Conceptual Approach. McGraw-Hill. Book Creator. (2011). Reflect 3-2-1. Book Creator. https://bookcreator.com/graphic_organizers/reflect-3-2-1/ Math Songs by NUMBEROCK. (2018, January 25). Long Multiplication Song | Multi-Digit Multiplication [Video]. YouTube. https://www.youtube.com/watch?v=9dYXfZZsbzc Other Learning Resources needed for this lesson: Whiteboard or Show-Me-Board, marker and eraser, worksheets and math blocks 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Knowledge 1. Short Review This lesson is good for two Instruction: Write the letter corresponding to the product on the line to complete days. For this activity, the the quotation. students need to complete the 1) 5 x 1 = ____ N quotation. 2) 3 x 6 = ____ D 3) 8 x 7 = ____ E 4) 4 x 9 = ____ F 5) 7 x 7 = ____ L 6) 3 x 4 = ____ T 7) 8 x 2 = ____ O “Keep putting out good. It will come back to you ___ ___ ___ ___ ___ ___ ___ in unexpected ways.” -Farrah Gray 12 56 5 36 16 49 18 What word were you able to form? What is meant by this word? 2. Feedback (Optional) The teacher will elaborate on the students’ answers. B. Establishing 1. Lesson Purpose Lesson Purpose Problem Opener: A civic organization would like to help a school needing chairs for their pupils. Possible answers: Each of the 83 member volunteers will donate 35 chairs. a) Repeated addition b) Skip counting 1) How many chairs will be donated in all? c) Multiplication 2) How will you get the total number of donated chairs? 3) From the responses, which will give you the answer easily? Why? 4) What is the answer to the problem? Today we will lean about strategies in multiplying numbers. 2  2. Unlocking Content Vocabulary Provide other examples if there is difficulty identifying the different parts. C. Developing and DAY 1 A PowerPoint presentation Deepening SUB-TOPIC 1: Multiplying 3 to 4-Digit by 1-Digit Numbers Without Regrouping maybe used for the pictorial Understanding 3. Explicitation presentation. Animation may Find the product of 102 × 4 using pictorial representation help in emphasizing important concepts here, like repeated addition and the product. If PPT is not possible, improvised materials will do. Guide learners in understanding the concept of multiplication using base ten blocks. You may ask the following questions or task. 1. Form the numeral 102 using base ten blocks. 2. Make 4 copies of the blocks you formed in 1. 3. Rearrange the blocks so that all flats and ones are Find the product of 102 × 4 using expanded form altogether. a) Ask the learner express 102 in expanded form. 4. Write the numeral that 102 × 4 = (100 + 0 + 2) × 4 represents the blocks in 3. b) By distributive property we can have, Tell the students: 408 is the 102 × 4 = (100 × 4) + (0 × 4) + (2 × 4) product of 102 x 4. = 400 + 0 + 8 = 408 So, 102 × 4 = 408 3  Find the product of 102 × 4 using standard form. In expanded form, check first whether the learners know how Use an arrow to guide the learners in doing the multiplication to write or express a number in in standard form. expanded form. It is important to emphasize here the role of distributive property and the place value. 4. Worked Example For the standard form, use Example 1: Find the product of 4 132 × 2 using expanded form. their knowledge of pictorial and a) Ask the learner to express 4 132 in expanded form. expanded form to understand 4 132 × 2 = (4 000 + 100 + 30 + 2) × 2 the process. Let them realize that the standard form, which b) By distributive property we can have, will be the method that they 4 132 × 2 = (4 000 × 2) + (100 × 2 ) + (30 × 2) + (2 × 2) need to become familiar with is = 8 000 + 200 + 60 + 4 best explained by the pictorial = 8 264 and the expanded form. 4 132 × 2 = 8 264 (Rephrase the idea according to the level of reasoning and Example 2: Find the product of 3 210 × 3 using standard form. thinking of your learners). Use of an arrow may help learners in understanding the The pictorial representation multiplication in the standard form of multiplying whole and the expanded form numbers. contribute to the conceptual understanding of the process of multiplication of whole numbers. 5. Lesson Activity Find the product of the following numbers using the given method. 1. 332 × 2 (sketch base ten blocks) 2. 543 × 6 (use expanded form) 3. 2 011 × 4 (use the standard form) 4. 1 443 × 2 (use the standard form) 5. 5 042 × 8 (use the standard form) 4 DAY 2 A PowerPoint presentation SUB-TOPIC 2: Multiplying 3- to 4-Digit by 1-Digit Number with Regrouping maybe used for the pictorial 1. Explicitation presentation. Animation may Let the students answer the Worksheet No. 1 help in emphasizing important concepts here, like repeated 2. Worked Example addition and the product. If PPT Use base ten blocks to represent the product of 136 × 4. is not possible, improvised materials will do. Guide learners in understanding the concept of multiplication using base ten blocks. Suggested task: 1. Form the numeral 136 using base ten blocks. 2. Make 4 copies of the blocks you formed in #1. 2. 3. The pieces will be regrouped: 20 units/ones will be replaced by 2 longs, leaving 4 units/ones 10 longs/tens may be replaced by 1 flat, leaving 2 longs Finally, we have 5 flats Find the product of 136 × 4 using expanded form (5 a) Ask the learner express 136 in expanded form. hundreds), 4 longs (4 136 × 4 = (100 + 30 + 6) × 4 tens), and 4 units (4 ones) b) By distributive property we can have, 136 × 4 = (100 × 4) + (30 × 4) + (6 × 4) Note: During the regrouping = 400 + 120 + 24 process, you may encircle the = 400 + 100 + 20 + 24 blocks that were regrouped to = 500 + 44 guide the students on the final So, 136 × 4 = 544 form of the blocks. 5  Find the product of 136 × 4 using standard form Then, write the numeral that represents the blocks that you have in number 3. Use an arrow to guide the learners in doing the multiplication in standard form. Tell the students: 544 is the answer to the problem, 136 x 4. Again, for the standard form, use their knowledge of pictorial 7 152 × 6 → 7 000 + 100 + 50 + 2 and expanded form to × 6 understand the process. Let Solution: them realize that the standard 7 152 × 6 = (7 000 × 6) + (100 × 6) + (50 × 6) + (2 × 6) form is best explained by the = 42 000 + 600 + 300 + 12 pictorial and the expanded = 42 912 form. (Rephrase the idea according to the level of Find the product of 7 152 × 6 using standard form reasoning and thinking of your learners). Use an arrow to guide the learners in doing the multiplication in standard form. 3. Lesson Activity A. Sketch a new set of base pieces to multiply 163 by 3 then show regrouping. See Worksheet No. 2. B. Find the product of the following numbers using your preferred strategy. 1. 372 × 8 2. 2 019 × 9 3. 7 865 × 6 4. 796 × 5 5. 1 354 × 7 6 SUB-TOPIC 3: Multiplying 2- to 3-Digit by 2-Digit Number Without Regrouping This lesson is good for two 1. Explicitation days. Let the students answer. How will you multiply 2- to 3-Digit by 2-Digit Number? The teacher will ask the pupils to solve the problem using 2. Worked Example Show Me Board or White board. Note: The video may be played before or after the discussion. Guide Questions for pupils on watching the video: 1. What are the steps in the multiplication process? 2. How many partial products are there when multiplying 2 to 3-digit by 2-digit numbers? Watch this video: https://www.youtube.com/wat ch?v=9dYXfZZsbzc 3. Lesson Activity A. Find the error in this multiplication problem. Explain your answer. See Worksheet No. 3. 7  B. Find the product using the standard form. 1. 32 × 32 2. 53 × 38 3. 134 × 22 4. 203 × 31 5. 220 × 42 SUB-TOPIC 4: Multiplying 2- to 3-Digits by 2-Digit Number With Regrouping 1. Explicitation Let the students answer. How will you multiply 2- to 3-Digit by 2-Digit Number? In implementing this example, students must be guided 2. Worked Example properly. Assess the earner’s readiness to handle this kind of problem. This should be done step by step; their previous experience may greatly contribute to their success in understanding the process. As shown above you may use color coding and details of getting partial products. 3. Lesson Activity Find the product of the following numbers. Show your solutions. 1. 87 × 35 = The teacher will provide 2. 97 × 67 = questions that will lead to the 3. 756 × 47 = answer. This will guide the 4. 897 × 53 = students in identifying the 5. 208 × 65 = pattern. 8 SUB-TOPIC 5: Multiplying by 10,100, 1 000 with products up to 1 000 000 1. Explicitation A. Study the multiplication by 10 and 100 and describe the pattern. 365 × 10 = 3 650 What is the pattern in multiplying by 10 or 100? To multiply by10, just annex or attach a zero to the other factor. To multiply by 100, just annex or attach 2 zeros to the other factor. B. Study the product of a number multiplied by 1 000. 1) 568 × 1 000 = (568 × 10) ×s 100 = 5 680 × 100 = 568 000 2) 340 × 1 000 = 340 000 Can we use the pattern on multiplying by 10 and 100 in multiplying by 1 000? To multiply by 1 000, just annex or attach 3 zeroes to the other factor. Show-me-Board Activity: (students write answer on their 2. Worked Example own writing board) Find the product using the pattern. 1) 403 × 10 This is good for a one-day Solution: 403 × 10 = 4 030 (annex 1 zero to 403) lesson. Review Rounding Off 2) 68 × 100 and include the term Solution: 68 ×100 = 6 800 (annex 2 zeros to 68) approximately equal to. 3) 250 × 1 000 Solution: 250 × 1 000 = 250 000 (annex 3 zeros to 250) 3. Lesson Activity Fill in the missing number. The teacher will ask volunteers 1. 6 711 × 10 = _____ to solve the problem on the 2. 582 × _____ = 58 200 board. The teacher will provide 3. _____ x 1 000 = 350 000 additional activity if necessary. 4. 300 × 1 000 = _____ 5. 4 019 × 100 = _____ 9 SUB-TOPIC 6: Estimating Products 1. Explicitation What is an estimated value? To estimate the product of two numbers, we may round off each number to its highest place value. 2. Worked Example 3. Lesson Activity A. Fill in the missing number. See Worksheet No. 5. 1. 6 711 × 10 = __________ 2. 582 × __________ = 58 200 3. __________ × 1 000 = 350 000 4. 300 × 1 000 = __________ 5. 4 019 × 100 = __________ 10  B. Estimate the product. 1. 47 × 88 3. 236× 492 2. 9 516 × 7 4. 506 × 39 C. Approximate the second factor so that the product will fall within the given values in the parentheses. 1) 32 × _____ (800, 850) 2) 103 × _____ (2 800, 2 900) D. Solve the problem. The Grade 4 pupils and teachers will go on a field trip. They hired 5 E-jeepneys for the field trip. Each of the 5 E-jeepneys can carry 28 people. About how many people are going on the field trip? D. Making DAY 4 Generalizations 1. Learners’ Takeaways Which multiplication strategy do you find easy to perform? Put emphasis on the question In what situations can you use given in activating prior multiplication? estimation? knowledge activity. What values did you learn from the lesson? 2. Reflection on Learning Perform the task as presented in the illustration. IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating DAY 5 Teachers may encourage Learning 1. Formative Assessment learners to have a quiz Find the product: Estimate the product. notebook to monitor learners’ 1. 816 × 7 6. 5 824 × 8 academic progress. The quiz 2. 4 092 × 6 7. 466 × 75 notebook may also serve as 3. 29 × 65 8. 999 × 263 homework notebook. 4. 789 × 54 9. 2 008 × 914 5. 36 × 701 10. 3 217 × 38 2. Homework (Optional) 11 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/ interaction Teachers may also suggest 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 the LAC/Collab sessions. students 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? 12