LE_Mathematics_4_Q1_Week 6_v.2_FINAL.pdf

Mathematics 4 LESSON EXEMPLAR Quarter 1, Week 6

1. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM




4
Lesson Exemplar
in Mathematics

Week
6
Quarter 1

2. Lesson Exemplar in Mathematics Grade 4
Quarter 1: Week 6
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum
during the School Year 2023-2024. 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 contents 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.



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 [phone] and 8631-6922 or by email at
[email protected].
Development Team

Writer: Belle Garma
Content Editors : Rica A. Perez, Ian Jay Arce
Adonis M. Buton, Marlyn S. Ventura,
Jenny Jesus D. Catubay
Eldefonso Natividad, Tedie De Vera
Mechanical Editors : Joy Jean Marie L. Rapada
Gina A. Amoyen
Illustrator : Alex T. Dawisan
Layout Artist: Cheryl C. Cantil

Management Team
Tolentino G. Aquino Arlene A. Niro, Gina A. Amoyen, Rica A. Perez

3. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


1

sMATATAG
K to 10 Curriculum
Weekly Lesson Log
School Grade Level 4
Name of Teacher Learning Area Mathematics
Teaching Dates and Time Week 6 Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate knowledge and understanding of whole numbers up to 1 000 000.

B. Performance
Standards
By the end of the quarter, the learners are able to read, write, and compare whole numbers up to 1 000 000. (NA)
C. Learning
Competencies
Compare numbers up to 1 000 000 using =,
< and >.
Round numbers to the nearest hundred thousand.
D. Learning
Objectives
At the end of the
lesson, the learners
will be able to:
1. Compare
numbers up to
1 000 000 using
=, < and >.
2. Illustrate how
comparing
numbers is
relevant in
everyday
situations.
At the end of the
lesson, the learners
will be able to:
1. Arrange set of
numbers up to
1 000 000 in
descending or
ascending order.
2. Illustrate how
ordering numbers is
relevant in everyday
situations, such as
comparing prices,
distances,
populations, etc.
At the end of the
lesson, the learners
will be able to:
1. Explain the basic
steps of rounding
down numbers to
the nearest
hundred
thousand.
2. Round down
numbers to the
nearest hundred
thousand
3. Apply the concept
of rounding to
solve real-world
problems
involving large
numbers.
At the end of the
lesson, the learners
will be able to:
1. Explain the basic
steps of rounding
up numbers to the
nearest hundred
thousand.
2. Round up numbers
to the nearest
hundred thousand
3. Apply the concept
of rounding to solve
real-world problems
involving large
numbers.
At the end of the
lesson, the learners
will be able to:
1. Explain the steps
in rounding a
number to the
nearest hundred
thousand.
2. Round numbers to
the nearest
hundred thousand.
3. Apply the concept
of rounding to
solve real-world
problems involving
large numbers.

4. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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II. CONTENT
Comparing Numbers
up to 1 000 000
using =, < and >

Ordering Numbers
up to 1 000 000
Round Down
Numbers to the
Nearest Hundred
Thousand
Round Up Numbers
to the Nearest
Hundred Thousand

Rounding Numbers to
the Nearest Hundred
thousand
III. LEARNING RESOURCES
A. References Government of the Philippines, Department of Education.2015. Mathematics Learner’s Material. Pasig City.
B. Other Learning
Resources
psa.gov.ph
Google.com
Comelec.gov.ph
Comelec.gov.ph
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Engage learners
in a brief discussion
about comparing
numbers they have
learned before. Show
examples of two
numbers and ask
learners to identify
which one is larger,
smaller or equal. This
will activate their
prior knowledge of
comparing numbers.
Let them do
Activity 1 Mind
Check with provided
worksheet.
Begin the lesson by
introducing the
concept of ordering
numbers up to
1,000,000. Use visual
aids and real-life
examples to arouse
learners' interest. Do
this with the guide of
Activity 6 Mind
Check

Engage learners
with a discussion on
place value and
rounding.
Recall their
understanding of
rounding to the
nearest ten
thousand. Do this
with the guide of
Activity 10 Mind
Check

Review the
concept of rounding
down learned in the
previous lesson.
Recall steps in
rounding numbers.
Facilitate Activity 15
Mind Check.

Engage learners
with a warm-up
activity involving
numbers hundred
thousands. Have
them recall rounding
up and down
numbers to hundred
thousand.
Lesson
Purpose/Intention
Explain to
learners that they
will be learning how
to compare numbers
up to 1 000 000
using the symbols
"=", "<", and ">".
Mention to the
learners the purpose
of the lesson which is
to help them develop
a deep
understanding of
how to order
Communicate the
objective: To round
numbers down to the
nearest hundred
thousand.
Explain the real-
world relevance of
Present the class
the objective which is
to round up numbers
up to the nearest
hundred thousand.

Introduce learners
to rounding numbers
to the nearest
hundred thousand
and its real-world
applications.
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5. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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Emphasize that
learning the topic is
essential for
understanding
numerical order and
making comparisons
between quantities in
different situations.
numbers up to 1 000
000.
rounding numbers
for estimation.

Lesson Language
Practice
Introduce key
vocabulary words
such as "greater
than" "less than,"
and "equal to." Let
them define and
compare the terms.
Review relevant
math vocabulary
such as "ascending
order" and
"descending order" to
ensure learners are
familiar with the
terms.

Review the key
vocabulary terms:
rounding, round
down, nearest
hundred thousand,
place value.
Present the terms
in words and with
meanings.
Emphasize the
meaning of round
down. If the number
you are rounding is
followed by 0, 1, 2, 3,
or 4, round the
number down.
Review key
vocabulary from the
previous lesson.
Introduce terms
related to rounding
up. Define round up.
If the number you are
rounding is followed
by 5, 6, 7, 8, or 9,
round the number
up.

Let the learners
define round down
and round up.
During/Lesson Proper
Reading the Key
Idea/Stem
Pose and read this:
According to
Philippine Statistics
Authority (PSA),
Laoag City (year
2022) has a total
population of
111,651 while Vigan
City (year 2020) has
53,935. Compare the
two.
Let the learners
read numbers such
as 987 234, 827 384,
100 928. Then ask
them which is the
greatest and the
least.
Present the
problem and let the
learners read.
Problem: The
Province of Ilocos
Sur had a 424, 693
total number who
actually voted in
2022.
Let the learners
read the problem.
Problem: Province of
Ilocos Sur had a
476,984 total
number of registered
voters in 2022.
Round 476,984 to
the nearest hundred
thousand.

Rounding means
figuring out what
number is nearer to a
given number.

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6. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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How to round 424,
693 to the nearest
hundred thousand.


Developing
Understanding of the
Key Idea/Stem
Model the lesson
using the problem
presented. Use a
number line or place
value chart to
visually represent the
comparison.
Emphasize to
the learners the
following steps in
comparing two
numbers.
1. Align the digits
with the same place
value.
Example: 456 678
and 231 456

2. Look at the place
values of each digit,
starting from the left.
The place values..
The larger the place
value, the more
important it is when
comparing numbers.
From the example
presented in step 1,
456 678 > 231 456
because it has more
hundred thousands.
Start with smaller
numbers and ask
learners to order
them. Then gradually
increase the
complexity by
introducing larger
numbers.
Model the
rounding process
using various
numbers.
Guide learners
through the steps of
identifying the digit
in the hundred
thousand place and
adjusting the rest of
the digits to zero.
To help
understand and
practice rounding
numbers down to
the nearest hundred
thousand, introduce
the meaning of
rounding numbers
and its steps.
1. Determine which
digit you need to
round.
2. Look to the digit
to the right
3. Decide, round up
or round down
4. Turn the
remaining numbers
to the right to zero

Discuss the steps
in rounding numbers
to help learners
understand and
practice rounding
numbers up to the
nearest hundred
thousand.
1. Determine which
digit you need to
round.
2. Look to the digit to
the right
3. Decide, round up
or round down
4. Turn the
remaining numbers
to the right to zero
Base the
discussion from the
presented problem:
Province of Ilocos Sur
had a 476,984 total
number of registered
voters in 2022.
Round 476,984 to
the nearest hundred
thousand.
Step1: in 476,984,
the hundred
thousand place is 4.
Present a large
number on the board.
Explain the steps for
rounding to the
nearest hundred
thousand. Model the
process, emphasizing
the digit in the
hundred thousand
place and the digits to
its right.
Refer to the
following tasks:
Task 1: Begin by
discussing the
concept of rounding
numbers. Explain
that rounding is a
way to make numbers
easier to work with by
approximating them
to a certain place
value. In this activity,
learners will focus on
rounding numbers to
the nearest hundred
thousand.
Task 2: Write a large
number on the board,
for example, 837,952.
Explain that when
rounding to the

7. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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However, if the
numbers have the
same place value in
one position, you
need to compare the
next position to the
right, and so on...
For example, (please
vertically align the
numbers)
567 789 < 578 123
because they have
the same hundred
thousands but 567
789 has less ten
thousands.
To give more
practice, be guided
with Activity 2 Let’s
Discover!

Problem: Province of
Ilocos Sur had a
424, 693 total
number who
actually voted in
2022.
Step1: in 424,693,
the hundred
thousand place is 4.
Step 2: The digit to
the right is 2
Step 3: Decide,
round down or
round up
Round down if the
number at the right
is 0,1,2,3,4
Round up if the
number at the right
is 5,6,7,8,9
Since the number at
the right is 2, then
round down the
number.
Step 4: Turn the
remaining numbers
to the right to zero
Therefore, 426,984
when rounded to the
nearest hundred
thousand is
400,000.
Let them answer
Activity 11: Let’s
Discover
Step 2: The digit to
the right is 7.
Step 3: Decide, round
down or round up
Round down if the
number at the right
is 0,1,2,3,4
Round up if the
number at the right
is 5,6,7,8,9
Since the number at
the right is 7, then
round up the
number.
Step 4: Turn the
remaining numbers
to the right to zero
Therefore, 476,984
when rounded to the
nearest hundred
thousand is 500,000.
Let them try
Activity 16 Let’s
Discover!



nearest hundred
thousand, learners
should look at the
digit in the hundred
thousand's place (the
leftmost digit in the
group of six digits).
If the digit in the
hundred thousand's
place is 1 to 4, the
number remains the
same. If the digit is 5
to 9, the number is
rounded up to the
next hundred
thousand.
Task 3: Provide a few
examples on the
board for the students
to practice rounding.
Ask for volunteers to
round these numbers
to the nearest
hundred thousand.
For instance, 683,759
would be rounded to
700,000, while
921,386 would be
rounded to 900,000.

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8. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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Deepening
Understanding of the
Key Idea/Stem
Provide learners
with word problems
to solve in pairs or
individually. Do
Activity 3 Let’s Dig
Deeper!
Engage learners in
a group activity
where they create
their own pairs of
numbers to compare.
They can work
collaboratively to
generate
comparisons for their
classmates to solve.
Be guided with
Activity 7 Let’s Dig
Deeper

Provide practice
exercises for learners
to apply the
rounding down
concept
independently.
Facilitate
Activity 12 Let’s Dig
Deeper

Facilitate peer
collaboration for
better
comprehension.

Provide a guided
practice session
where learners round
numbers to the
nearest hundred
thousand. Use a mix
of numbers just above
and just below
multiples of 100,000.
Discuss the
difference in rounding
up or down based on
the digit in the
hundred thousand
place.
After/Post-Lesson Proper
Making
Generalizations and
Abstractions
Lead a class
discussion where
learners share their
thoughts on
comparing numbers.
Guide them to a
generalization that in
comparing numbers,
they should follow
these steps:
1. Align the digits
with the same place
value.
2. Compare the digits
in each place value
starting from the left.
3. Determine which
number is greater,
lesser or equal by
comparing the first
Ask learners to
reflect on what
they've learned. Let
them share their
understanding of
ordering numbers
and discuss why it's
important.

Ask learners to
share their
observations about
rounding down.
Have them reflect on
situations where
rounding down
could be useful.
Encourage
learners to discuss
scenarios where
rounding up is
beneficial.
Promote critical
thinking about when
to use rounding up
effectively.

Lead the class
discussion on when
rounding up and
rounding down
occurs. Encourage
students to reflect on
why rounding can be
helpful, especially
when dealing with
large numbers in real
life.
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9. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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pair of digits that are
of different or same
values. The higher the
digit, the greater the
value of the number.
If the numbers have
the same place value
in one position, you
need to compare the
next position to the
right.

Evaluating Learning
To assess learners'
understanding of
comparing numbers
up to 1 000 000 using
the symbols =, < and
>, provide the
learners with learning
activity sheets. Let
them perform
Activity 4 Test Time.
Administer a
short quiz to assess
their understanding
of ordering number.
Include a mix of
straightforward and
slightly complex
comparisons. Do
Activity 8 Test Time
with provided
worksheet.
Assign a set of
questions to assess
learners' grasp of
rounding down.
Review their
responses to identify
any misconceptions.
Be guided with
Activity 13 Test
Time. Provide the
learners worksheet
on the tasks given.
Administer
assessment
questions to gauge
learners'
understanding of
rounding up.
Facilitate Activity
17 Test Time. Provide
worksheets for the
learners to answer.
Analyze responses
to identify any areas
needing clarification.
Assign a set of
practice problems for
individual or group
work. Include
numbers with varying
digits in the hundred
thousand place.
Review their
answers as a class to
ensure
understanding. Let
the learners do
Activity 19 Test Time
with provided
worksheet.
Additional Activities
for Application or
Remediation (if
applicable)
Provide activity
with mixed practice
problems for learners
to work on
individually.
Create a game
where they compete
in pairs to compare
numbers and earn
Provide additional
worksheets and
exercises for
homework or in-class
practice. Create
differentiated tasks
to cater to different
learning levels.
Offer extension
tasks for advanced
learners to round
larger numbers.
Provide remedial
exercises for learners
who require extra
practice.
Offer advanced
problems for those
who grasp the
concept quickly.
Provide extra
support and practice
for struggling
learners with the
For advanced
learners, provide
challenging problems
involving multi-step
calculations with
rounded numbers.
For struggling
learners, offer
additional practice
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10. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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points for correct
comparisons.
Provide the
learners with
Learning Activity
Sheets and let them
answer Activity 5
Add Some More.
Be guided with
Activity 9 Add Some
More.
Let them answer
Activity 14 Add
Some More.

Activity 18 Add
Some More.
problems and one-on-
one support.
Be guided with
Activity 19 Add
Some More.
Remarks
Summarize the
key points of the
lesson, remind
students about the
importance of
comparing numbers
in real-life situations,
and encourage them
to practice further.
Summarize the
key points of the
lesson, highlight any
common mistakes
learners made, and
provide
encouragement for
further practice.
Encourage
questions and
curiosity about the
topic.

Summarize the
main points of the
lesson.
Address any
challenges or
successes
encountered during
the session.
Summarize the
day's lesson and
highlight key
takeaways.
Address any
challenges faced and
celebrate successes.

Summarize the
day's learning,
emphasizing the
importance of
rounding for quick
estimation and
problem-solving.
Reflection

Prepared by:

________________________
Subject Teacher
Reviewed by:

________________________
Master Teacher/Head Teacher
Approved by:

________________________
School Head





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11. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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Answer Keys:




















Activity 3
1. Belle
2. Oscar
3. Matatag Elementary School
4. Joel
5. Marianne
Activity 6
Start: 229 343,
274 483, 459
685, 837 483,
983 372

Activity 9
A. 1. 123 034, 123 145, 123 456, 123
523
2. 93 000, 95 000, 99 000, 100 000
3. 76 090, 76 625, 76 902, 76 920
4. 34 091, 43 091, 134 909, 431 900
5. 29 001, 102 827, 200 123, 200
382
B. 1. 78 001, 77 001, 76 001, 75 001
2. 38 000, 35 000, 34 000, 32 000
3. 987 980, 987 890, 987 880, 978
890
4. 34 290, 32 910, 8 293, 2342
5. 65 100, 56 999, 56 183, 56 001

Activity 1
1. A.
2. D
3. A
4. D
5. D
Activity 4
Task 1
1. >
2. <
3. =
4. =
5. <
Task 2
6. False
7. True
8. True
Task 3
9. Ben
10. Sarah


Activity 5
Task 1:
1. True
2. True
3. True
4. False
5. True
Task 2:
6. Maria
7. James
Activity 7
Tasks/Questions:
1. 913 429
783 322
313 332
233 422
91 432
2. <
3. 985 210


Activity 8
Task 1:
1. 235 678 324 567 456 123 789 001 987 654
2. 987 654 876 543 654 321 345 678 123 456
3. 654 12 345 876 789 890 123 1 234 567
4. 987 654 56 789 345 456 789 2 345
Task 2:
5.12 067 14 678 15 794
6. 32 130 23 234 12 523 10 302
7. a. 764 320
b. 203 467


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12. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM


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Activity 10
Tasks
1. a. 600 000
b. 800 000
c. 400 000
2. 900 000
Activity 11
Task 1
1. 200 000
2. 900 000
3. 800 000
4. 500 000
5. 100 000
Task 2
300 000

Activity 12
1. 800 000
2. 300 000
3. 100 000
4. 400 000
5. 1 000 000

Activity 13
1. a. 900 000
b. 800 000
c. 1 000 000
d. 300 000
e. 900 000
2. a. 900 000
b. 1 500 000
3. a. true
b. false
4. 600 000

Activity 14
A.
1. 700 000
2. 200 000
3. 800 000
4. 600 000
5. 900 000
Question#1: Cebu
Question#2: Quirino
B.
6. 300,000
7. 200,000
8. 800,000
9. 100 000
10. 900 000
Activity 15
1. 800 000
2. 1 000 000
3. 900 000
4. 500 000
5. 300 000

Activity 16
1. 1 000 000
2. 900 000
3. 500 000
4. 200 000
5. 900 000
Activity 17
A.
1. 1 000 000
2. 800 000
3. 900 000
4. 800 000
5. 600 000
B.
a) 100 000
b) 800 000
Activity 18
Task 1:
1. 700 000
2. 400 000
3. 800 000
4. 900 000
5. 1 000 000
Task 2
a.
Y1: 100 000
Y2: 200 000
Y3: 300 000
Y4: 400 000
Y5:500 000
b. Year 5


Activity 19
Task 1
● 200 000
● 100 000
● 300 000
● 800 000
● 500 000
Task 2
● 199 999
● 95 000
● 6
● 200 000
10. 200 000