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Lesson Exemplar Quarter 2

Lesson

for Mathematics 3

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 2: Lesson 3 (Week 3)
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
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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)

Reviewed and Revised:

 PNU – RITQ Development Team

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 [Link]@[Link].
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. Divide two numbers with and without regrouping 2- to 3-digit numbers by 2-digit numbers
Competencies 2. Estimate the quotient when dividing 3- to 4-digit dividends by 1- to 2-digit divisors, by first estimating
and Objectives the dividends and divisors using multiples of 10.
3. Solve multi-step problems involving one or more of the four operations with results of calculations up to 1 000
000, including problems involving money.

D. Content A. Multiplying Whole Numbers

B. Estimating Products
C. Problem Solving on Division

E. Integration Principles of Values Education/Christian Living Education, Socio Economics, Conservation of Resources

II. LEARNING RESOURCES

Nivera, G.C. & Lapinid, M.C. (2014). Math for All Grade 4. Salesiana Books by Don Bosco Press, Inc.
[Link]. (2012, March 12). Rounding Poem Freebies [Illustration]. Pinterest.
[Link]
[Link].(2014, December 21). Place Value Clip Art [Illustration]. Clip Art. [Link]

Other Learning Resources needed for this lesson:

Division flash cards and manipulative

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Review for Day 1 and 2

Knowledge 1. Short Review (Division) Mechanics for the
For Division: game “The Boat is Sinking”:
a. Use Division flash cards to review division facts.  The teacher will say “The
b. Play the game, “The Boat is Sinking.” boat is sinking, group
c. Recall the Division Process yourselves into.” (The
teacher will pick a number
For Estimating Quotient: less than or equal to the
Recite the Rounding Rule. total number of pupils.)
 The class will count the
number of groups formed
and the pupils who did not
belong to any group
(remainder) if there are.
 The class will form and
write a division sentence
based on the groupings.
 Example:
45 pupils grouped by 7s 6
groups
3 out (remainder)
For Problem Solving on Division: 45 ÷ 7 = 6 r.3
Recall the problem-solving steps:
Think – Plan – Solve – Look Back Review for Day 3 and 4
(Estimating Quotient)

2. Feedback (Optional) Review for Day 5 (Problem

Solving on Division)

B. Establishing 1. Lesson Purpose For Day 1 and 2

Lesson Purpose Problem Opener: Note: The pupils will not yet
The cost of 18 books is 4 500 pesos. If the cost of each book is the same, find the solve the problem since they
cost of one book. were not yet taught how to
1) How will you determine the cost of 1 book? divide by 2-digit numbers. They

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 We will learn division to be able to solve real-life division problems such as will just think of a strategy or
the one above. determine the operation to be
used to solve the problem.
2. Unlocking Content Vocabulary

C. Developing and DAY 1

Deepening SUB-TOPIC 1: Dividing 2- to 3- Digit Numbers Without Remainder
Understanding 1. Explicitation
Ask the learners, how many groups of 15 are there in 90? (The pupils can For Day 1 and 2
make repeated additions or skip counting, 15, 30, 45, 60, 75, 90)
Show the model below that illustrates the problem. Ask the learner to explain The teacher may use other
the meaning of the model. The following are the expected answers. available models or
manipulatives such as place
Regroup 9 tens value discs.
9 tens = 90 ones
There are 6 groups of 15 in 90 The aim of this activity is to
prompt learners for the
extension of their learning of
division.

Then ask the learners to compute 90 ÷ 15 using long division.

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Tens Ones

Regroup

90 ÷ 15 = 6

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2. Worked Example
Use models to find the quotient. After this, lead the learners to
₱768 ÷ 24 the new lesson. The teacher
Hundreds Tens Ones discusses in detail the worked
example.

Involve the learners in

the discussion of the
worked example like
doing guided exercises.
Hundreds Tens Ones

Regroup 7 hundred.
7 hundreds = 70 tens

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Hundreds Tens Ones

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 There are 2 groups of 24 ones.

₱ 768 ÷ 24 = 32

Use long division to find the quotient.

3. Lesson Activity
Use long division to find the quotient.
a. 85 ÷ 17 Answer Worksheet No. 1
b. 966 ÷ 46

DAY 2
SUB-TOPIC 2: Dividing 2- to 3-Digit by 2-Digit Numbers with Remainder
1. Explicitation
Go over answers to Worksheet No. 1 as a springboard to the new lesson.

Drill on the division with remainder. Find the complete quotient.

1. 10 ÷ 3
2. 15 ÷ 4
7
Hundreds Tens Ones

3 2

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2. Worked Example
Divide using pictorial representation.
77 ÷ 16

Regroup 7 tens.
7 tens = 70 ones
Count how many groups of
16ones there are 77.

Note:
Based on the responses or
solution of pupils, the teacher
will discuss the common errors
committed pupils.

Recall that when the first

There are 4 groups of 16 in 77 and a remainder of 13. number is not exactly divisible
77 ÷ 16 = 4 r.13 by the second number, there is
a remainder.
Use long division to find the complete quotient.
Recall: DMSB (Divide – Multiple – Subtract – Bring Down)
6 507 ÷ 36

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3. Lesson Activity
Find the quotient of the following numbers using your preferred strategy. Answer Worksheet No. 2
1. 78 ÷ 25
2. 914 ÷ 49
3. 389 ÷ 23

DAY 3
SUB-TOPIC 3: Estimating Quotient Note:
1. Explicitation Based on the responses or
Go over answers to Worksheet No. 1 as a springboard to the new lessons. solution of pupils, the teacher
will discuss the common errors
Guide Questions: committed by pupils
1. What is meant by estimation?
2. How would you estimate the quotient of two numbers? The teacher will ask and
3. Try to estimate the quotient of 73 and 5. discuss with the pupils which
among the answers is the best
2. Worked Example estimate.
Solve the following problem.
a. A farm harvested 675 kilograms of Lanzones. About how many packs of
Lanzones can be made if each must contain 7 kilograms?
Let us follow a systematics way of estimating quotients. The estimated value of the
 Estimate the dividend by rounding to the highest place value. dividend is 700.
o What is the highest place value in the dividend? 700 ÷ 7 = 100
o What is the estimated value of the dividend? 675 ≈ Answer: About 100 packs of
 Then, divide to get the estimated quotient. Lanzones can be made.
 Ask the pupils to give the answer in complete sentence.
o Therefore, 5 000 is not divisible by 30. If
the estimated dividend is not
b. A drip from a leaky faucet can waste 4 950 liters of water in a month (30 divisible by by the estimated
days). About how many liters of water are wasted in a day? divisor, look for the closest
 Estimate the dividend and divisor by rounding to the highest place. number that can be easily
o What is the highest place value in the dividend? 4950 ≈ divided by the divisor.
o What is the highest place value in the divisor? 4 800 is the closest number
o What is the estimated value of the divisor? 30 ≈ divisible by 30.
 Then, divide to get the estimated quotient. 4 800 ÷ 30 = 16
 If the estimated dividend is not divisible by the estimated divisor, Answer: About 16 liters of
look for the closest number that can be easily divided by the divisor. water is wasted in a day.
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  Ask the pupils to give the answer in the complete sentences.
o Therefore,
o How do you conserve resources such as water?

3. Lesson Activity
1. 614 ÷ 65
2. 7 509 ÷ 8 Answer Worksheet No. 3
3. 399 ÷ 4
4. 5 286 ÷ 19
5. 9 300 ÷ 34
What is the importance of knowing how to estimate?

DAY 4
SUB-TOPIC 4: Problem Solving on Division
1. Explicitation Note:
Go over answers to Worksheet No. 1 as a springboard to the new lesson. Based on the responses or
solution of pupils, the teacher
Solve the problem by following the steps in problem solving. will discuss the common errors
A store earned 5 500 pesos on Monday and 6 780 pesos on Tuesday. On the committed by pupils.
average, how much did it earn each day?

Step 1: Think
Given: 5 500 pesos on Monday; 6 780 on Tuesday
Asked: On the average, how much did it earn each day?

Step 2: Plan
Hidden Question: What is the total earnings for 2 days?
Number Sentence: (5 500 + 6 780) ÷ 2 = n

Step 3: Solve
5 500 + 6 780 = 12 280
12 280 ÷ 2 = 6 140
Answer: On the average, the store earned 6 140 pesos each day.

Step 4: Look Back

Review your answer. Is it correct?

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 2. Worked Example The teacher may ask the pupils
Ask the pupils on how they will go about the problem. What are the steps in to work in pairs or in groups in
problem solving? solving the problems.
Angela has 12 days left to red a 260-page book for her book report. She has
already read 60 pages. How many pages should she read each day to finish the
book on time?

3. Lesson Activity
Solve the following problems. Answer Worksheet No. 4
1. A team received cash prizes for winning in 3 games. They received 300
pesos, 200 pesos and another 200 pesos as the prizes. There are 4 pupils
in the team. They divide the money equally among themselves. How
much will each pupil receive?
2. 750 pupils are going on a field trip. Two teachers are assigned for every
group of 30 pupils. How many teachers are joining the trip?
3. A baker has 5 trays of eggs. Each tray has 30 eggs. He uses 8 eggs for
baking a cake. How many cakes can he bake? How many eggs are left
over?
D. Making DAY 4
Generalizations 1. Learners’ Takeaways
 Which strategy do you find easy to perform? In what situations can you use
division?
 What values did you learn from the lesson?

2. Reflection on Learning

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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 A. Dividing by 2-Digit
A. Find the quotient. Numbers
1. 62 ÷ 13 B. Estimating Quotients
2. 409 ÷ 66 C. Problems Solving on
B. Estimate the quotient. Division
1. 6 421 ÷ 6
2. 469 ÷ 18
C. Solve the following problem. Teachers may encourage
A school receives a check worth 15,000 pesos and a check worth learners to have a quiz
20,000 for scholarship. Can the total amount be divided equally among 18 notebook to monitor learners’
scholars? academic progress. The quiz
notebook may also serve as a
2. Homework (Optional) homework notebook.

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

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 learner engagement/ stuff.
interaction
Teachers may also suggest
others ways to improve the different
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?

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