MATHEMATICS IV

Date: ___________
I. Objective:
Solve word problems involving addition of similar fractions without regrouping
Value: Cooperation
II. Subject Matter:
Solving word problems involving addition of similar fractions without regrouping
References: BEC-PELC II D !"
Enfolding #athematics I$
Materials: flashcards% word problem written on manila paper
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
&ral drill on adding basic facts using flashcards!
' ( ) * +
," , ,( ,- ,-
------ ------ ------ ------ ------
-! .eview:
/ddition on similar fractions using flashcards!
-0( , "0( 1 )0"2 , -0"2 1 0' , -0' 1 (03 , 03 1
! #otivation:
Is it important to 4oin in 5our school activities6 7h56 8ow do 5ou feel when 4oining
school activities li9e field trips6
%. Devel#"&ental Activities:
"! Presentation:
.ead and solve this problem
#rs! Bustamante bought a rectangular ca9e! She divided it into ' e:ual parts! 8er son ate
0' and her daughters ate -0' of it! 8ow man5 parts of the ca9e were eaten6
"! 7hat are given in the problem6
-! 7hat is as9ed in the problem6
! 7hat operation will 5ou use6 7h56
C. 'enerali(ati#n:
8ow do we solve word problems6
D. !ractice E)ercises:
.ead and solve on 5our paper!
;ootsie spent -0) of an hour sweeping the 5ard and "0) of an hour watering the plants! 8ow
long did she wor96
IV. Evaluati#n:
/! .ead and solve the problems carefull5! .emember the steps in problem solving!
"! Charisse spent -0 four scrubbing and sweeping the floor and "0 hour wiping the furniture%
8ow long did she wor9 in the living room6
-! Bernard bought 0' gram of peanuts in the morning and -0' gram of cashew nuts in the
afternoon! 8ow man5 grams of nuts does he have6
V. Assin&ent:
/! .ead and solve following the steps in problem solving!
"! #other bought a whole pi<<a and sliced it into * e:ual parts! She ate "0* of the pi<<a and her son
ate -0* of it! 7hat part of the whole pi<<a was eaten6
-! Lara sold pieces of ribbon! &ne piece was -0' meters long% another piece was 0' meters long%
and the third piece was "0' meters long! 7hat was the total length of the ribbon sold6
MATHEMATICS IV
Date: ___________
I. Objective:
Solving word problems involving subtraction of similar fractions without regrouping
Value: =ollowing Directions
II. Subject Matter:
Solving word problems involving subtraction of similar fractions without regrouping
References: BEC-PELC II D !-
Enfolding #athematics I$
Materials: flashcards% word problem written on manila paper
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
&ral drill on subtracting basic subtraction facts using flashcards!
' 3 "2 3 +
-( -) - * - ( --
------ ------ ------ ------ ------
-! .eview: =ind the difference
"'0-2 > (0-2 1 (0-2 > -0-2 1 0-( > -0-(
! #otivation:
Is it important to follow directions correctl56 7h56 Let us see if 5ou can follow some
directions in order to solve a problem!
"! ?et a strip of paper!
-! =old it into ) e:ual parts
! Color -0) red and "0) of it green
)! 7hat part of the strip is left uncolored6 7rite 5our answer at the bac9 of the colored
paper!
%. Devel#"&ental Activities:
"! Presentation:
.ead the problem carefull5! /nswer the :uestions about it!
8arold and Chito sold '0"22 9g of old news papers on Saturda5 and +-0"22 9g on
Sunda5! 7hat is the difference in the weight of the newspaper old on Saturda5 and Sunda56
B! /nswer the :uestions below!
"! 7hat is as9ed in the problem6
-! 7hat are the given facts6
! 7hat process will be used6
)! 7rite the mathematical sentence for the problem!
(! 7hat is the correct answer6
C. 'enerali(ati#n:
/s9: 8ow do we solve word problems6
D. !ractice E)ercises:
.ead the problem and solve on 5our paper!
;he girls used 0) 9ilogram of cabbage and "0) 9ilogram of lettuce in their coo9ing class!
8ow man5 more 9ilograms of cabbage and lettuce were used6
IV. Evaluati#n:
"! #arco has *0' meters of illustration board! 8e used )0' of it for his drawing! 7hat part of his
illustration board was left6
-! =ather bought +0"- liters of gasoline! 8e used (0"- liters in going to a nearb5 town! 8ow man5
liters of gasoline was left unused6
V. Assin&ent:
.ead and solve the problems! =ollow the steps in problem solving
"! /ling #ila bought 0) 9ilogram of grapes! She gave -0) 9ilogram to her mother! 8ow man5
9ilograms of grapes were left to her6
-! Lando cut a bamoo stic9 which was @ meter long! 8e used A meter for a garden peg! 7hat was
left of his bamboo stic96
MATHEMATICS IV
Date: ___________
I. Objective:
$isuali<e multiplication of fractions
Value: ?enerosit5
II. Subject Matter:
$isuali<ing multiplication of fractions
References: BEC-PELC II E "!"
Enfolding #athematics I$
Materials: strip of cartolina with different shapes% cutouts of fractions% learning activit5 sheet
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
/nswer the basic multiplication facts using flashcards
B - 1 ( B 1 ) B 1 - B 1 ( B * 1
-! .eview:
Identif5ing fractions using cutouts of fraction! Came the fraction for the shaded part!

! #otivation:
/cting out a problem DEinesteticF /s9 a group of ' pupils to stand in - rows in front of
the class! /s9 G of the @ of the group to sit down then as9 "0 of the group who sat down to
9neel! 7hat part of the whole group would still be 9neeling6
%. Devel#"&ental Activities:
"! Presentation:
a! Present the word problem!
#a5umi bought"0 of a meter of linen cloth! She used "0- of it to ma9e a
hand9erchief for her #other! 7hat part the cloth was used for the hand9erchief6
/s9: 7hat 9ind of daughter is #a5umi6 Is it good to be generous6 7h56
/s9 for the multiplication sentence 1
H of "0
b! 8elp them visuali<e and interpret the multiplication sentence!
c! Present the multiplication sentence b5 computation!
C. 'enerali(ati#n:
8ow do 5ou visuali<e multiplication of fractions6
D. !ractice E)ercises:
$isuali<e each multiplication of fractions!
"! 0( of -0* )! )03 of 0)
-! (0' of -0 (! 0( of )0*
! )0+ of "0'
IV. Evaluati#n:
Draw the following fractions:
"! 0( of "0 ! -0 of "0(
-! -0( of A )! -0( of H
V. Assin&ent:
Complete the table!
*racti#n Illustrati#n !r#+uct
"! -0 of H IIIIIIIIIIII IIIIIIIIIIIII
-! "0 of H IIIIIIIIIIII IIIIIIIIIIIII
MATHEMATICS IV
Date: ___________
I. Objective:
=ind the fractional part of a number!
Value: Cooperation
II. Subject Matter:
=inding fractional part of a number
References: BEC-PELC II D "!-
Enfolding #athematics I$
Materials: flashcards% cutouts of fractions% learning activit5 sheets% counters li9e buttons% seeds%
etc!
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
&ral drill on basic multiplication facts using flashcards!
B ) 1 ' B 1 + B ( 1 * B ) 1 ) B 3 1
-! .eview:
?ive the multiplication sentence suited for the given pictures!

! #otivation:
a! Divide the class into groups of )! ?ive each group -2 counters and number cards from 2
to 3!
b! /s9 the groups to use their counters to show the following!
EBample: H of "- 1 *
"! "0 of "(
-! "0 of "'
! "0( of -2
%. Devel#"&ental Activities:
"! Presentation:
.amil has -2 marbles in a 4ar! &ne fifth of it are red marbles! 8ow man5 red marbles are
in the 4ar6
"! 8elp them anal5<e the data in the problem!
a! 7hat part of the marbles are red6
b! 8ow man5 marbles are there inside the 4ar6
c! 7rite the mathematical sentence6
d! ?et "0( of -2! 7hat is 5our answer6
C. 'enerali(ati#n:
8ow do 5ou get the fractional part of a number6
D. !ractice E)ercises:
.ead and solve on 5our paper!
Joshua had "- colored pencils! 7hat if "0) of them are bro9en6 8ow man5 pencils are
bro9en6
IV. Evaluati#n:
=ind the answer!
"! "0"2 of -22 1 n
-! "0"- of * 1 n
! -0 of -2 1 n
)! @ of "* 1 n
(! -0+ of ") 1 n
V. Assin&ent:
=ind the answer!
"! -0) of "*
-! 0' of )2
! )0( of (2
)! -03 of '"
(! -0 of "'
MATHEMATICS IV
Date: ___________
I. Objective:
;ranslate eBpressions such as H of -0% -0 of "0*
Value: .esourcefulness
II. Subject Matter:
;ranslate eBpressions such as H of -0% -0 of "0*
References: BEC-PELC E "!-!" and E -
Enfolding #athematics I$
Materials: flashcards% cutout of fractions% learning activit5 sheet% chart showing illustrations
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Contest on basic multiplication facts using flashcards!
B - 1 + B - 1 ( B - 1 - B 1 * B 1
-! .eview:
Caming fractions
?ive the fractions for the shaded part
! #otivation:
?et H sheet of ?rade ) paper! =old H of 5our paper! 7hat is H of a half6
%. Devel#"&ental Activities:
"! Presentation:
a! Canc5 found a piece of white cloth in an old chest of her grandmother! She cut -0 of it
then she used H of this for her apronKs poc9ets! 7hat part of the whole piece of cloth did
Canc5 use for her apronKs poc9ets6
"! 8elp the pupils in the anal5sis of data!
a! 7hat 9ind of a girl is Canc56
b! If 5ou were Canc5% would 5ou do the same6 7h56
c! 7hat part of the cloth did Canc5 cut6
-! 8elp them visuali<e and interpret the multiplication sentence!
a! Show them this illustration!
b! /s9 them to shade -0 of this illustration then doubl5 shade H of it!
C. 'enerali(ati#n:
8ow do 5ou translate eBpressions such as H of -0 into mathematical sentence6
D. !ractice E)ercises:
.ead and solve on 5our paper
During a tooth-brushing demonstration for dental wee9% several ?rade ) pupils used "0- of
the 0a full tube of toothpaste! 7hat part of the whole tube of toothpaste was used6
IV. Evaluati#n:
;ranslate the following eBpressions to multiplication sentences!
"! -0) of H 1
-! -0 of "0( 1
! 0( of "0 1
)! 0* of A 1
(! -0( of "0
V. Assin&ent:
;ranslate the following eBpressions to multiplication sentence!
"! -0+ of @ 1
-! H of )0( 1
! "0 of )0+ 1
)! -0) of 0' 1
(! "0( of H 1
MATHEMATICS IV
Date: ___________
I. Objective:
#ultipl5ing a fraction b5 another fraction
Value: ?enerosit5
II. Subject Matter:
#ultipl5ing a fraction b5 another fraction
References: BEC-PELC II E -
Enfolding #athematics I$
Materials: chart% multiplication table% picture% rectangular regions% show-me-boards% learning
activit5 sheets
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Conduct a drill on the basic multiplication facts!
) B * * B 3 B ' + B ( * B *
-! .eview:
.eview eBpressing fractions in lowest term!
7rite each fraction in its lowest terms!
a! -0"2 1 IIIII c! '0- 1 IIIII
b! *0"( 1 IIIII d! (0"( 1 IIIII
! #otivation:
Show a picture oL a ca9e and sa5% MSuppose 5ou have a whole ca9e! Nou cut it into halves
and gave of a half to 5our neighbor!
7hat part of the whole ca9e did 5ou give awa56
/s9: Is it good to share food with neighbors6 7h56
%. Devel#"&ental Activities:
"! Presentation:
Present the lesson b5 as9ing ) groups of pupils to follow directions written in activit5
sheets!
a! /s9 representatives from each group to post their wor9 on the board as he0she reports
about it!
b! ;eacher chec9s which groups have the correct illustration!
c! /s9: 7hat is "0- of "0) then6
Show this on the board:
H of A 1 "0'
C. 'enerali(ati#n:
8ow do we multipl5 a fraction b5 another fraction6
D. !ractice E)ercises:
.ead and solve on 5our paper! EBpress the answer in its lowest term!
"! / butter ca9e recipe needs @ cup mil9! 8ow man5 cups of mil9 are needed to ma9e H6
-! / sewer made poc9ets for shirts! =irst% she cut -0 meter of the material! ;hen% she use @ of
the material she had cut for poc9ets! 8ow much material did the sewer used for poc9ets6
IV. Evaluati#n:
#ultipl5! 7rite the answer in its lowest term!
"! "0 B "0' 1
-! H B -0 1
! )0( B H 1
V. Assin&ent:
=ind the value of n
"! "0 B H 1 n
-! -0 B -0( 1 n
! -0( B "0"2 1 n
)! )0( B "0 1 n
(! "0 B @ 1 n
MATHEMATICS IV
Date: ___________
I. Objective:
Solving word problems involving multiplication of fractions
Value: Cooperation and Sportsmanship
II. Subject Matter:
Solving word problems involving multiplication of fractions
References: BEC-PELC II D !-
Enfolding #athematics I$
Materials: flashcards% word problem written on manila paper
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
&ral drill on basic multiplication facts using flashcards!
EBample: ( B ) 1 * B 1 + B * 1 ' B 3 1
-! .eview:
/s9: 7hat are the steps in solving word problems!
! #otivation:
Sa5: /re 5ou read5 for a contest on multiplication of fractions6 Osing flashcards% conduct
a contest on multipl5ing fractions! Do this b5 groups! Emphasi<e to wor9 cooperativel5 and
accept their losses if some groups win!
Did the members of the group cooperate with one other6 8ow6
7hat did the loser group do6 Is it important to be a good sport6 7h56
%. Devel#"&ental Activities:
"! Presentation:
a! Present a word problem!
Precious brought home )0( of a round ca9e! She gave her brother "0 of it! 7hat part
of the whole ca9e did she give to her brother6
b! 8elp them anal5<e the word problem b5 answering the following :uestions!
a! 7hat is as9ed in the problem6
b! 7hat are the given facts6
c! 7hat operation will 5ou use6
d! 7rite the number sentence!
e! 7hat is the answer6
C. 'enerali(ati#n:
/s9: 8ow do we solve word problems involving multiplication of fraction6
D. !ractice E)ercises:
8ave the pupils anal5<e the problem then let them get a piece of paper and draw a circle
representing the bibing9a then let them cut0divide the circle as stated in the problem!
/ling #5rna divided the bibing9a into five e:ual parts! Cardo got one slice and gave half of
the slice to ?erard! 7hat part of the whole bibing9a did ?erard get6
IV. Evaluati#n:
Sl#, Learners
=or each of the problem% write what is as9ed and the mathematical sentence then solve for the
answer! Do these on 5our paper!
"! Elvira had 0) of a ca9e! She gave "0- of it to her 5ounger sister! 7hat part of the whole ca9e did
Elvira give awa56
-! Dante had 0a can of horse manure! 8e used "0- of it to fertili<e his garden plots! 7hat part of the
can of horse manure did he use6
Averae Learners
.ead and solve the problems! =ollow the steps in problem solving!
"! Catherine had 0( meter of lace! She used -0 of it for her pro4ect! 7hat part of the lace was used
for her pro4ect6
-! John had )0( of the plot vacant! 8e planted "0) of it with pecha5! 7hat part of the plot was planted
with pecha56
*ast Learners
Solve the following problems
"! In the hospital% +0"2 cavan of rice is coo9ed in a da5! 8ow man5 cavans of rice is coo9ed in "0 of
a da56
-! )0( of Ben4iePs garden is planted with vegetables! &f the vegetables planted% +0' is cabbage! 7hat
part of the garden is planted with cabbage6
V. Assin&ent:
Solve for the following problems
"! Dann5 and Lil5 pac9ed 0) of the canned goods! -0 of these were sardines! 7hat part of the
canned goods pac9ed were sardines6
-! #other coo9ed fried chic9en for her scnPs birthda5 part5! She bought 0a liter of coo9ing oil!
8owever% she used onl5 "0- of it! 7hat part of the coo9ing oil was used6
MATHEMATICS IV
Date: ___________
I. Objective:
/nal5<e word problems involving multiplicationof fractions
Value: /ctive participation and cooperation
II. Subject Matter:
/nal5<ing word problems involving multiplication of fractions!
References: BEC-PELC II E !"!" > !"!)
Enfolding #athematics I$
Materials: /ctivit5 sheets% mini boards% teBtboo9s% strips of cartolina
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! &ral drill on basic multiplication facts using flashcards!
EBample: ( B ) 1 * B 1 + B * 1 ' B 3 1
-! .eview:
a! 8ave a game on rearranging steps in anal5<ing word problems!
b! ;he group that finishes first is the winner!
! #otivation:
Present this word problem #arissa bough " of a meter of cotton cloth! She used I of it to
ma9e a tablecloth% 7hat part of a meter was used for the tablecloth6
a! 7ho is #arissa6
b! 7hat did she do6
%. Devel#"&ental Activities:
"! Presentation:
8ow will 5ou find the answer to the problem6 8ow are 5ou going to wor9 with the other
members of 5our group6 7h5 do 5ou have to cooperate with the other members of the
group6
Strate$ -. /cting out the problem
"! #embers of the group are to act the problem!
-! ;he group should follow the steps in anal5<ing the problem!
a! 7hat is as9ed6 IIIIIIII
b! 7hat are the given facts6 IIIIIIII
c! 7hat is the operation to be used6 IIIIIIII
d! 7hat is the mathematical sentence6 IIIIIIII
e! 7hat is the answer6 IIIIIIII
C. 'enerali(ati#n:
8ow do 5ou anal5<e problems involving multiplication of fractions6
D. !ractice E)ercises:
Suppl5 the missing words!
.o5 used "0 of the +0' meter of bamboo stic9 for his lantern! 8ow much of the stic9 was
used6
"! ;he problem is as9ing for IIIIIIII
-! ;he answer to the problem is IIIIIIII
! ;he mathematical sentence is IIIIIIII
)! ;he process to be used is IIIIIIII
(! ;he IIIIIIII and IIIIIIII are the given data!
IV. Evaluati#n:
Connie had @ of a ca9e! She gave H of it to her friend! 7hat part of the ca9e did Connie give
awa56
Choose the letter of the correct answer!
"! 7hat is as9ed in the problem6
a! Pieces of the whole ca9e
b! Part of the ca9e that is given awa5
c! Parts of the ca9e that were eaten
d! Pieces of the ca9e that were bro9en
-! 7hat are the given facts6
a! H part of the ca9e
b! @ part of the ca9e
c! H and @ of a ca9e
d! 0' part of a ca9e
V. Assin&ent:
7rite the words that show the steps in anal5<ing word problems! ?et the data from the problems
given below!
a! 7hat is as9ed in the problem6
b! 7hat are the given facts6
c! 7hat is the process to be used6
d! 7hat is the mathematical sentence6
e! 7hat is the answer6
"! David had @ can of horse manure! 8e needs H of it to fertili<e his garden plots! 7hat part of the
can of horse manure did he use6
-! .ennie bought H liter of paint! 8e used 0( of it for their class in Industrial /rts! 8ow much
paint was used6
MATHEMATICS IV
Date: ___________
I. Objective:
Identif5 the different 9inds of plane figures
Value: Carefulness and awareness to the things around us
II. Subject Matter:
Identif5ing the different 9inds of plane figures
References: BEC-PELC III / "!"
Enfolding #athematics I$
Materials: cutouts of different shapes% real ob4ects% illustrations0drawings% coins
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! &ral drill on basic multiplication facts using flashcards!
EBample: * B 1 ' B 1 + B 3 1 ' B " 1
-! .eview:
Lucia and Claudine went to visit their Lola Clara in the cit5! ;he5 rode on a bus which
rolled out into the highwa5! ;he5 saw signs li9e these as the5 were traveling
Can 5ou tell the shapes of the sign boards6
Can 5ou identif5 them6
7hat do signs tell us6
7hat are the importance of this sign to us6
! #otivation:
Do 5ou 9now the song% Mbaha5 9uboM
7hat does it tell6
If 5ou were to describe the vegetables% how does each vegetable loo9 li9e6
7ho can give the tune of the song6
%. Devel#"&ental Activities:
"! Presentation of the lesson:
a! Introduce the lesson with a song to the tune of MBaha5 EuboM 7hat is #ang Ei9o
made of6 D-BF
;hat is what #ang Ei9o is made of! 7hat are the figures mentioned in the song6
Can 5ou identif5 each figure6
C. 'enerali(ati#n:
7hat do we call a closed figure6
8ow about a figure with sides6
7hat about ) sides6
7hat do 5ou call these figures6
D. !ractice E)ercises:
Caming game Dbod5 or sign languageF
"! circle
-! triangle
! :uadrilateral
IV. Evaluati#n:
Direction: Count the number of place figure in the illustration!
D5ads: 8ow man5 :uadrilaterals are there6 ;riangles6 Circles6

V. Assin&ent:
Identif5 the different bod5 parts of the doll and describe each figure!

MATHEMATICS IV
Date: ___________
I. Objective:
Identif5 the parts of a triangle
Value: &rderliness in doing the activit5
II. Subject Matter:
Identif5ing the parts of a triangle
References: BEC-PELC III /! "!-a
Enfolding #athematics I$
Materials: teBtboo9s% cutouts of triangles% protractor% art paper
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Show pictures showing pol5gons with different sides and let the pupils identif5 them!
-! .eview:
Show cut outs of different plane figures and let the pupils identif5 them Dcircle% s:uare%
triangle% rectangle% rhombus% parallelogram% trape<oidF
! #otivation:
Present a figure made up of triangles
%. Devel#"&ental Activities:
"! Presentation:
a! Present a big cut out of a triangle! Loo9 at the triangle! 7hat can 5ou sa5 about this
triangle6
7hat does a triangle have6
8ow man5 sites does a triangle have6
Show us the sides!
8ow man5 vertices does
Show us the vertices!
C. 'enerali(ati#n:
7hat are the parts of a triangle6
7hat are the 9inds of triangles according to sides6
D. !ractice E)ercises:
7hat 9ind of triangle are the following6
Came the part of the triangle that is indicated below!

IV. Evaluati#n:
Came the triangles in each figure! Identif5 each one of them!

8ow man5 triangles do 5ou see in the figure6 Came them!

V. Assin&ent:
Draw the following
"! right triangle
-! scalene triangle
! obtuse triangle
)! e:uilateral triangle
MATHEMATICS IV
Date: ___________
I. Objective:
Identif5 the parts of a :uadrilateral
Value: Sportsmanship
II. Subject Matter:
Identif5ing the parts of a :uadrilateral09inds of :uadrilateral
References: BEC-PELC III / "!-b
Enfolding #athematics I$
Materials: cutouts of :uadrilaterals0triangles
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
S:uare Deal DStress sportsmanship when pla5ing gamesF
-! .eview:
! #otivation:
Loo9 at the ob4ects inside our room what different shapes do 5ou see6 I have here a stor5
problem! I want 5ou to listen carefull5 then use 5our imagination to answer the :uestion!
%. Devel#"&ental Activities:
"! Presentation:
;he $alde< famil5 lives at St! Jude $illage% Cit5 of San =ernando! Beautiful landscape of
surrounding the houses are a sigh to see! ;he different structures and trees planted along the
streets ma9e life worth living for! Can 5ou imagine the different shapes in the place6
-! /nal5sis0Discussion:
Cote: Let the pupils answer the :uestions in d5ads! ;ell them to describe each figure the5
have made!
a! 7hat shapes can 5ou imagine6
b! 7hat is the common shape of the houses in the village6
c! 7hat is the shape of the floor tiles6
C. 'enerali(ati#n:
7hat are the parts of a :uadrilateral6
D. !ractice E)ercises:
Draw the following :uadrilaterals6
"! S:uare
-! .hombus
! .ectangle
)! Parallelogram
(! ;rape<oid
IV. Evaluati#n:
Came the :uadrilateral described!
a! 8as ) e:ual sides and ) right angles
b! 8as - pairs of parallel sides
c! 8as eBactl5 " pair of parallel side
d! 8as ) e:ual sides but has no right angles
e! 8as - pair of e:ual sides and ) right angles
V. Assin&ent:
"! Draw different :uadrilaterals! Label their sides and vertices!
-! Bring ob4ects representing the ( :uadrilaterals learned in class!
MATHEMATICS IV
Date: ___________
I. Objective:
Identif5 the parts of a circle
Value: Identif5ing the parts of a circle
II. Subject Matter:
Solving word problems involving subtraction of similar fractions without regrouping
References: BEC-PELC II D !-
Enfolding #athematics I$
Materials: flashcards% word problem written on manila paper
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! &ral drill on basic multiplication facts using flashcards!
EBample: * B 1 ' B 1 + B 3 1 ' B " 1
-! .eview:
Below is a picture of a house! Identif5 the s:uare% the rectangle% the trape<oid and the
parallelogram b5 naming the part of the house!

! #otivation:
a! Present drawings of circles of different si<es Das9 pupilsF
b! /s9 pupils to describe the circles the5 see! 8ave them give the characteristics of a circle!
%. Devel#"&ental Activities:
"! Presentation:
a! Present the lesson through a group activit5!
/s9: 7hat should 5ou do Ii 5ou are in a group6
7h5 do 5ou thin9 5ou should cooperate with one another6
'r#u" -: Activit$
"! ?ive the pupils cutouts of circles
-! /s9 the pupils to fold the circle into - e:ual parts!
! /s9 the pupils to mar9 the center of the circle with an Q
)! ;hen mar9 the fold / and B at both ends!
(! Introduce the term diameter for this line segment!
C. 'enerali(ati#n:
7hat is a diameter6
7hat is a radius6
7hat is a circumference6
D. !ractice E)ercises:
Draw a circle showing the following!
"! S as the center
-! S; as the diameter
! SN as the radius
)! SQ as the radius
(! S& as the radius
IV. Evaluati#n:
Osing the same circle% tell what is the name in each number below! 7rite the diameter or radius!

"! &C 1 IIIIIIIII
-! &. 1 IIIIIIIII
! P. 1 IIIIIIIII
)! &E 1 IIIIIIIII
(! &P 1 IIIIIIIII
V. Assin&ent:
"! If the radius of a circle is "2 cm% how long is its diameter6
-! 8ow long are the radius6
! Show the circle b5 means of drawing!
MATHEMATICS IV
Date: ___________
I. Objective:
Describe plane figures according to sides% corners% shapes and their functional use6
Value: Cooperation and self-confidence
II. Subject Matter:
Describing plane figures
References: BEC-PELC III / "!!" and "!)
Enfolding #athematics I$
Materials: cutouts of plane figures li9e s:uare% rectangle% parallelogram% triangle% circle
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
#athematics 7ord Drill
/ B C
Parallelogram Circle .ectangle
Plane =igures Pol5gon Pentagon
;riangle .hombus ;rape<oid
-! .eview:
7hat are points6 7hat are lines6 Line segments6 Differentiate a line from a line segment!
! #otivation:
Call pupils in front! ?ive each of them a thin piece of wire! ;ell them that what the5 are
going to ma9e is a plane figure! /t the signal MgoM the5 will start ma9ing their figure!
/fterwards% let them describe what the5 have made!
%. Devel#"&ental Activities:
"! Presentation:
Prepare! cut outs of plane figures using materials such as cardboard or used folders! Put
the cut outs in a boB or paper bag! Blind fold a pupil and as9 him0her to pic9 a figure from the
boB! Let him0her guess what the figure is! 8ave him0her describe the figure according to
sides% corners and shapes! De!g! it has four e:ual sides and four cornersF
Activities
a! Show the pupils the cut outs prepared for the da5Ps lesson
b! Let them describe their shapes0sides
C. 'enerali(ati#n:
7hat are the plane figures6 8ow will 5ou describe the following according shapes% sides and
corners6 G s:uare% triangle% rectangle% rhombus% etc!
D. !ractice E)ercises:
Draw and identif5 the plane figure represented b5 the following ob4ects
IV. Evaluati#n:
Draw the following ob4ects! Onder the pictures drawn% identif5 the plane figures0s represented b5
each!
"! alphabet boo9
-! tent
! orange
)! Coor
(! 9ite
Draw a big s:uare! Inside it% draw a small triangle! /t the three sides of the triangle% draw three
small circles! /t the center of the triangle draw an oblong! 7hat 9ind of figures have 5ou drawn6
V. Assin&ent:
Draw "2 plane figures! Describe the plane figures 5ou have drawn!
MATHEMATICS IV
Date: ___________
I. Objective:
Identif5 parts of an angle
Value: Cooperation
II. Subject Matter:
Identif5ing the parts of an angle
References: BEC-PELC III / -% -!"
Enfolding #athematics I$
Materials: Drawing and cut outs of angles
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Identif5 the following lines!

-! .eview:
7h5 is a ra56

Came the ra5s in the illustration!
! #otivation:
7hat do 5ou thin9 will be formed when the endpoint of the two ra5s meet6
%. Devel#"&ental Activities:
"! Presentation:
"! /s9 a pupil to draw a point on the board and name this point &!
-! /s9 another pupil to draw a ra5 with & as the -
nd
point and name this ra5 &.!
! Introduce the name verteB!
;he common endpoint of ra5 &. and &R is called verteB! ;he ra5s are called the sides
7hat figure have 5ou formed6
7hat angle have 5ou formed6
C. 'enerali(ati#n:
7hat are the parts of an angle6 7hich is the verteB6
D. !ractice E)ercises:
Identif5 the numbered part of each angle!
IV. Evaluati#n:
?ive the endpoint and the two sides of each angle below!

V. Assin&ent:
Came as man5 angles as 5ou can in the figure below!
7hat is the verteB of all the angles6 Came ( sides of an5 angle!
MATHEMATICS IV
Date: ___________
I. Objective:
$isuali<e the different 9inds of angles as acute% right obtuse
Value: Sportsmanship
II. Subject Matter:
Caming Different 9inds of angles
References: BEC-PELC III / -!-S -!-!"
Enfolding #athematics I$
Materials: flashcards% pieces of cartolina% two strips of cardboard 4oined b5 a fastener
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Identif5 the parts of each angle below!

-! .eview:
Came the angles 5ou can find in the drawing below!

! #otivation:
Show the pupils different cut outs of angles!
/s9: 7hat can 5ou sa5 about the angles6 /re the5 the same6
%. Devel#"&ental Activities:
"! Presentation:
a! Showing cut outs of catolina!
"! Show a piece of cartolina to the class!
-! Described the angle formed at B! It loo9s li9e a s:uare corner! Introduce the word right angle!
It measures 32 degrees!
! ?ive the pupils two strips of cardboard 4oined together b5 a fastenerT!!pp!-)
C. 'enerali(ati#n:
7hat are the different 9inds of angles6
7hat is the right angle6
7hat is an acute angle6
7hat is an obtuse angle6
D. !ractice E)ercises:
Stud5 the drawing below! Came each 9ind of angle below
IV. Evaluati#n:
7hat 9ind of angle is in each number below6

V. Assin&ent:
#a9e the following using colored paper or cartolina!
"! #a9e - cut outs of acute angles!
-! #a9e - cut outs of obtuse angles!
! #a9e - cut outs of right angles
MATHEMATICS IV
Date: ___________
I. Objective:
Classif5 angles as right% acute and obtuse
Value: Cooperation
II. Subject Matter:
Classif5ing angles as right% acute and obtuse!
References: BEC-PELC III / -!
Enfolding #athematics I$
Materials: cloc9% charts% illustrations
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
a! 7hat is an angle6
b! Came each angle below!
-! .eview:
?uessing game: ?uess who I am then as9 somebod5 to show and angle on the board!
a! I am an angle% IPm smaller than a right angle! I measure less than 32 degrees! 7ho am I6
Dacute angleF
b! I am an angle which is bigger than a right angle! I measure more than 32 degrees! 7ho
am I6 Dobtuse angleF
! #otivation:
DShow groups of angles to the classF
/s9:
8ow are these angles grouped together6
%. Devel#"&ental Activities:
"! Presentation:
Loo9 at this cloc9! 7hat time does the Construct or paste them on a piece cloc9 show6
D3:22F
7hat 9ind of angle is formed6

&bserve the figure! /nswer the following!
a! Came - right angles!
b! Came ) acute angles!
c! Came obtuse angles!
d! Came an angle that loo9s the same in si<e as angle BCD!
C. 'enerali(ati#n:
8ow did we classif5 the angles6
7e classified the angles according to 9ind: right% acute% obtuse!
D. !ractice E)ercises:
Bring #e ?ame
?roup "
Bring me ( ob4ects with acute angles
?roup -
Bring me ( ob4ects with acute angles
?roup
Bring me ( ob4ects with right angles
IV. Evaluati#n:
7hat 9ind of angle is in each group6
V. Assin&ent:
Loo9 at the angles below! Classif5 them as to right% obtuse and acute angle!
MATHEMATICS IV
Date: ___________
I. Objective:
Identif5 congruent angles
Value: Cooperation
II. Subject Matter:
Identif5ing congruent angles
References: BEC-PELC III / -!)
Enfolding #athematics I$
Materials: protractor% several eBamples of congruent figures% rectangular and s:uare pieces of
paper% comapass
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
/s9 the pupils to name the different 9inds of angles formed b5 - rectangular strips
fastened together!
-! .eview:
7hat is a right angle6 /n acute angle6 /n obtuse angle6
! #otivation:
Show - pieces of the same si<e of paper! Loo9 at these pieces of paper! 7hich is bigger6
7hich is smaller6 7h56 D;he5 are both of the same si<eF
%. Devel#"&ental Activities:
"! Presentation:
Present - right angles! /s9 the pupils to place the s:uare corner of a cardboard on each
angle!
/s9: Do the5 have the same measure6 Do the angles /BC and Q&N match eBactl56 DNesF
7h56 D;he5 have the same si<e or measureF
So we sa5 angles /BC and Q&N are congruent!

C. 'enerali(ati#n:
7hen are angles said to be congruent6
D. !ractice E)ercises:
Draw or construct - pairs of congruent angles!
IV. Evaluati#n:
"! Ose the piece of cardboard to find out which angles are congruent!
-! Ose the protractor or compass to find out which angles are congruent!
! Draw - pairs of congruent angles!
V. Assin&ent:
/! &n a piece of bond paper% construct pairs of congruent angles!
B! Choose the pairs of angles that are congruent! Nou ma5 use a compass to find out if the5 have the
same measure!
MATHEMATICS IV
Date: ___________
I. Objective:
=ind the perimeter of a triangle
Value: Conservation of trees
II. Subject Matter:
=inding the perimeter of a triangle
References: BEC-PELC I$ / "
Enfolding #athematics I$
Materials: modules or illustrations of triangles% ruler
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Drill on adding numbers mentall5
"2 , " 1 )( , )( 1 "'2 , "-2 1 "+2 , "2 1
-! .eview:
Identif5ing different 9inds of triangle! Show models of triangle!
7hat 9ind of triangle is this6 7h56 Because it has a right angle!
! #otivation:
LetKs estimate the sum of the sides of each triangle in centimeters!
LetKs see who got the correct estimation!
%. Devel#"&ental Activities:
"! Presentation:
a! Provide each group with the same si<e of triangles!
b! /s9 the pupils to do actual measurements of the triangles!
c! Compare the results of their estimation and their actual measurements!
d! Commend those whose estimates are close to the actual measurements!
e! ;ell the class that what the5 have measured is the perimeter of a triangle!
f! 8ow did 5ou measure the triangle6 DB5 measuring all its sidesF
g! So% can 5ou thin9 of a formula for finding the perimeter of a triangle6 DP 1 S" , S- , SF
C. 'enerali(ati#n:
7hat is a perimeter6
8ow do 5ou find the perimeter of a triangle6
D. !ractice E)ercises:
=ind the perimeter of the following!
Ose the formula 5ou have 4ust learned!
"! / triangle whose sides measures "- cm% "(cm and "2 cm!
-! / triangle whose sides measures -2 cm% "'cm and " cm!
IV. Evaluati#n:
/! =ill in the blan9s below!
"! Perimeter 1 "' cm , "- cm , "2 cm
P 1 IIIIII cm
-! Perimeter 1 "2 cm , "2 cm , "- cm
P 1 IIIIII cm
! Perimeter 1 "( cm , "( cm , "( cm
P 1 IIIIII cm
)! Perimeter 1 ' cm , ( cm , "' cm
P 1 IIIIII cm
(! Perimeter 1 "- cm , "- cm , "- cm
P 1 IIIIII cm
V. Assin&ent:
Bring to class ( cut outs of triangles with the measurements of sides!
MATHEMATICS IV
Date: ___________
I. Objective:
Derive a formula for finding the perimeter of a pol5gon!
Value: /ccurac5
II. Subject Matter:
Deriving a formula for finding the perimeter of a pol5gon!
References: BEC-PELC I$ / "!-
Enfolding #athematics I$
Materials: teBtboo9s% real ob4ects% diagrams% illustrations% cut outs of pol5gons
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Identif5ing pol5gons b5 means of a guessing game!
EBample:
I am a pol5gon with four e:uals sides 7ho am I6
-! .eview:
/s9 what unit of measure is appropriate for ob4ects such as:
Distance between buildings
Sides a hand9erchief
Safet5 pin
! #otivation:
Show a plain hand9erchief! Do 5ou carr5 5our hand9erchiefs ever5da56 7h56 7hat are
the uses of a hand9erchief6
%. Devel#"&ental Activities:
"! Presentation:
a! Show a piece of lace
If IPm going to sew lace around this hand9erchief would this lace be enough6 ?et the
childrenPs opinion! 7hat are we going to do to get the eBact length of the lace6 Let the
pupils measure the sides and compute for the distance around! /s9 what the5 measured
and wh5! ;ell them to describe what the5 measured leading them to use the phrase
distance around! Introduce the term perimeter for this distance! 8ave the pupils illustrate
the ob4ect Dhand9erchiefF on the board with the corresponding measures and as9 one to
write the number sentence for this!
-( , -( , -( , -( or ) B -(
;hus the formula is
P 1 S , S , S , S or P 1 ) B S
C. 'enerali(ati#n:
7hat is perimeter6
8ow do 5ou find the perimeter of a pol5gon6
D. !ractice E)ercises:
=ind the perimeter of each figure!
IV. Evaluati#n:
Seatwor9
"! ?ive the perimeter of each figure!

V. Assin&ent:
#a9e cut outs of pol5gons! 7rite the measurement of each side!
cm
MATHEMATICS IV
Date: ___________
I. Objective:
Solve word problems involving perimeter measure
Value: Cooperation0/ccurac5
II. Subject Matter:
Solving word problems involving perimeter measure
References: BEC-PELC I$ / "!!"
Enfolding #athematics I$
Materials: picture chart% poc9et chart% flashcards
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
7hat formula a do we use to find the perimeter of the following6
- rectangle
- triangle
- pentagon
- s:uare
=ind 5our answer in the poc9et chart!
-! .eview:
7hat must be remembered in solving word problems to ma9e sure that 5ou will get the
correct answer6
! #otivation:
7ho comes to school b5 4ust wal9ing6 !8ow far do 5ou wal9 from 5our home to the
school6 Do 5ou 9now how to find it6
%. Devel#"&ental Activities:
"! Presentation of lesson through a word problem
$ince wal9ed from his house to the school then to the mar9et and bac9 home! 8ow far
did he wal96
C. 'enerali(ati#n:
8ow did we solve the problem6
D. !ractice E)ercises:
Solve this word problem b5 5ourself!
=or 5our pro4ect in EPP% 5ou made a s:uare frame that measures )( centimeters on one side!
7hat is the perimeter of the frame6
IV. Evaluati#n:
Solve the word problems! =ollow the steps in problem solving!
"! Jocel5nPs flower garden has a length of "2 meters and a width of * meters! =ind the perimeter of
the garden!
-! &ne side of a s:uare pla5ground of San Isidro Central School measures "-2 meters! 8ow man5
meters of chic9en wire are needed to enclose the pla5ground6
! ;here are "( regular heBagonal poster frames in the Pdill5Ps galler5! Each side of the frame is --
cm long! 8ow much wood had been used for the frames6
V. Assin&ent:
"! =ormulate one problem involving perimeter measure!
-! .eB bought an octagonal mirror with each side measuring -( cm! 7hat is the perimeter of the
mirror6
! Jelleni 4ogs around a triangular par9 which measures )-( meters% (2 meters and )( meters!
8ow far will she 4og if she goes around the par9 twice6
MATHEMATICS IV
Date: ___________
I. Objective:
=ind out the area of a triangle
Value: Cooperation the area of a triangle
II. Subject Matter:
=inding the area of a triangle
References: BEC-PELC I$ B "a
Enfolding #athematics I$
Materials: meter stic9% ruler% tape% scissors% cut outs
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
"! Drill 7hat will 5ou do to ma9e the lanterns beautiful6
Let the pupils give the answers b5 multipl5ing - neighboring numbers until the triangle is
completed!

;riangle .ound up
-! .eview:
Osing cut outs of triangular flaglets with labels on each side% as9 the pupils to give the
formula in finding the area of a triangle!
! #otivation:
/mado made a triangular lantern with a base of 2 cm and a height of -( cm! 7hat is the
total area of a lantern6
/s9: 7hat are lanterns for6
7hat will 5ou do to ma9e the lanterns beautiful6
7hat is the shape of the lantern6
%. Devel#"&ental Activities:
"! Presentation:
a! ?roup /ctivit5
?roup /
"! Illustrate on how to find the area of the triangle!
-! Solve for the area of the triangle!
?roup B
"! Osing a cartolina% show the eBact measurement of the triangle!
-! Label each side and find the area of the triangle
C. 'enerali(ati#n:
8ow did 5ou get the area of a triangle6
D. !ractice E)ercises:
=ind the area of the triangle!
c! / triangular-shaped lot has a base of -2 m and a height of "( m what is the area6
IV. Evaluati#n:
"! 8ere is a diagram of the lot bought b5 Jose! 8e divided it diagonall5! ;he resulting - lots are
triangular! 8e gave one lot to his nephew! 7hat is the area of the lot6

V. Assin&ent:

-! ;he triangular lot has base of -2 m and a height of "( m! what is the area of the lot6
! #easure a piece of grade ) paper% find the measurement of the length and the width! =old it
diagonall5 and solve the area of the triangle formed!
MATHEMATICS IV
Date: ___________
I. Objective:
=ind the area of parallelograms in s:uare meters or centimeters
Value: Sharing oneKs ideas
II. Subject Matter:
=inding the area of parallelograms
References: BEC-PELC I$ B "b
Enfolding #athematics I$
Materials: graphing or grid paper% learning activit5 sheet!
III. Learnin Activities:
A. !re"arat#r$ Activities:
"! Drill:
Drill on basic multiplication facts orall5
"2 B " 1 ( B * 1 '2 B "2 1 "+ B "2 1
-! .eview:
?ive the e:uation for the figure!

! #otivation:
Situation:
#r! ;an is covering the floor area of his sala with s:uare tiles! 8ow man5 s:uare tiles
does he need6
If 5ou are #r! ;an% how are 5ou going to do it6 7hat are 5ou going to do with the s:uare
tiles6 Can 5ou paste it on6 7hat will 5ou put on it so that it will not be removed6
%. Devel#"&ental Activities:
"! Presentation:
=or #r! ;anPs floor area of his sala! ;here are ' rows of s:uares! ;here are "2 s:uares in
each row!
?roup /ctivit5
?roup "
a! Illustrate the floor area of #r! ;anPs Sala!
b! Indicate the measurements on each side!
c! #ultipl5 the length and width! 7hat is the answer6
?roup -
a! 7rite the length and width of #r! ;anPs sala!
b! Solve b5 multipl5ing the - given numbers!
c! Label 5our answer b5 eBpressing it in s:uare units!
C. 'enerali(ati#n:
8ow do 5ou find the area of a rectangle6 8ow about a s:uare6
D. !ractice E)ercises:
=ind the area
"! L 1 "2 mm L 1 -( cm
7 1 3 mm 7 1 "- cm
/ 1 IIIIII / 1 IIIIII
-! #ang PedroPs s:uare vegetable garden measures ( meters on one side! If a lot measures "-
meters long and "2 meters wide! 7hat is its area6
IV. Evaluati#n:
=ind the area!
"! =ind the missing number
L 1 "- m S 1 "2 dm
7 1 * m / 1 IIIIIII
/ 1 IIIIIII
-! / glass of measures "2 cm b5 )* cm! will it fit a table that measures "-+ cm b5 *- cm6 7h56
V. Assin&ent:
"! #easure the length and width of 5our dining table then solve for its area!
-! =ind the area of 5our room!