CURRICULUM MAP

[GRADE SCHOOL DEPARTMENT]

S.Y. 2024-2025
[Mathematics]  [GRADE 4]
FIRST QUARTER
FIRTST QUARTER CHAPTER 1
CONTENT PERFORMANC
TERM/ UNIT TOPIC: INSTITUTIONAL
STANDARD E STANDARD ACTIVITIES ASESSMENT RESOURCES
DURATION CONTENT K-12 LEARNING COMPETENCIES CORE VALUES
(CS) (PS)
COMPETENCIES / SKILLS
WEEK 1 LESSON 1 1. 1. Is able to M4NS-Ia-9.4 M4NS-Ia-1 Practice and Formative Laptop,  Being cooperative
Reading and Demonstrates recognize and Drill Reading 3-  Oral book, flash  Valuing
Read numbers up
Writing Large understanding represent whole to 4-digit numbers and cards with the
Read and write to hundred large
Numbers of whole numbers up to using flash cards written importa
numbers up to thousand in numbers,
numbers up to 100,000 in various exercise nce of
hundred thousand symbols and in instructiona
LESSON 2 100,000 form and context Review s teamwo
Place Value in symbols and in words (A) l materials
Identifying the rk
Through 2. 2. words periods and Summative
 Having accuracy
Hundred Demonstrates M4NS-Ia-1.1 values of digits  Written exercise
 Having
Thousands understanding Write numbers up in the ten
perseverance
of to hundred thousands
multiplication Read and write thousand in  Having accuracy
and division numbers, in symbols and in Guided Learning  Patronizing local
symbols and in products
of wole words (A)  Leading the
numbers words, up to
students to
including hundred thousand
write large
money and compare them M4NS-Ia-2 numbers into
using relation
Define place value groups of
symbols three digits
and Relation
Asking
symbol (A)
students to
identify each
digit in large
M4NS-Ia-2.1 numbers and
give its value
  Guiding the
M4NS-Ia-10.4 Identify the place students in
value of a given reading
number (A) numbers
Give the place
value and value of  Providing other
M4NS-Ia-2.2
a digit in numbers examples
up to 100,000 Write a digit in
number up to Practice and Drill
100,000 and Reading 5- to 6-
identify its place digit numbers
value (A)
Review
Writing 5-
to 6-digit
numbers in
expanded
notation

Discussion
 Showing how
to write large
numbers using
a place value
chart
 Guiding the
students in
identifying the
periods, place
values, and
values in
numbers
 Pointing out
how the value
of a digit is
obtained by
writing a
number in
expanded
form
Providing
 several
examples
to test the
students’
understandi
ng

WEEK 2 LESSON 3 M4NS-Ib-5.2 Review Formative Laptop,  Having

Rounding M4NS-Ib-3 Identifying the  Written exercise book, perseverance in
Large Numbers Round numbers to instructiona arriving at the
Round numbers to
digit in a given  Think-Pair-
the nearest thousand place value l materials correct solution
the nearest thousand Share
LESSON 4 and ten thousand  Being cooperative
and ten thousand  Homework
Comparing (M) Guided Learning  Having accuracy
and Ordering  Presenting a Summative  Following
Numbers M4NS-Ib-12.4 number and directions
M4NS-Ib-4  Written exercise carefully
Analyze and letting
volunteer  Valuin
Compare numbers determine the g the
up to 100,000 using relationship between students
importa
relation symbols numerical values identify the
nce of
from 0 to 100,000 rounding place teamwo
using relation and the digit rk
to its right
Read and write symbols (M)
 Having the
numbers, in students recall
symbols and in M4NS-Ib-4.1 the rules in
words, up to Read and write rounding off
hundred thousand numbers, in numbers
and compare symbols and in  Providing more
them using words, up to examples for
relation symbols hundred thousand students to
and compare them answer
M4NS-Ib-13.4 using relation
symbols (A) Review
Order numbers up  Identifying the
M4NS-Ib-4.2 digit in a given
to 100,000 in
Recognizing the place value
increasing or
sequence from the
decreasing order
smallest to the Demonstration
 largest number
(increasing order) or  Showing
vice versa how to
(decreasing order) compare
(M) numbers
using a place
M4NS-Ib-4.3 value chart
Identify and compare  Pointing out
numbers to the relation
determine their order symbols used
in the sequence (A)  Writing numbers
in ascending
order and having
volunteer
M4NS-Ib-4.3 students arrange
writing numbers them in
from lowest to descending order
highest order (A)

FIRTST QUARTER CHAPTER 2

CONTENT PERFORMANC K-12 LEARNING COMPETENCIE
TERM/ UNIT TOPIC: RESOURCE INSTITUTIONAL
STANDARD E STANDARD COMPETENCIE S / SKILLS ACTIVITIES ASSESSMENT
DURATION CONTENT S CORE VALUES
(CS) (PS) S
WEEK 3 LESSON 1 M4NS-Ic-1 Drill and Formative Laptop,  Appreciating
Two-Digit M4NS-Ic-43.7 Memorize the steps Practice  Oral and book, the value of
Multipliers in multiplying Practicing basic Written multiplicat math skills in
Multiply numbers numbers (A) multiplication exercise ion table, everyday life
LESSON 2 up to 3-digit facts  Think-Pair- flashcards  Learning to give
Estimating numbers by up to M4NS-Ic-1.1 Share love and take care
Products 2-digit numbers State the steps in Review  Problem of the
without or with multiplying 3-digit Multiplying 2- by solving environment
LESSON 3 regrouping by 2- digit number 1-digit numbers  Appreciating
Mental the usefulness
(A) Summative
Multiplication Demonstration of estimation
M4NS-Ic-44.2  Written
M4NS-Ic-1.1  Recalling the Exercise and in day-to- day
Estimate the meaning of
Solve Problem living
products of 3- to 4- the terms
digit numbers by 2- multiplication of Solving  Valuing the
related to importance of
to 3-digit numbers numbers up to 3
with reasonable digits by 2 digits multiplication reading
results with or without  Illustrating  Being diligent
regrouping (A) how to  Appreciating
M4NS-Id-42.3 multiply the importance
numbers using of mental
M4NS-Ic-2 the expanded multiplication
Multiply mentally Define estimation form then the  Being accuracy
2-digit by 1- to 2- (A) step-by- step  Having
digit numbers with algorithm perseverance
products up to 200 M4NS-Ic-2.1  Showing
and explain the Estimate products examples where
strategies used based on the regrouping is
numbers presented needed
(M)
Drill and
Practice
M4NS-Ic-3
Multiplying by
Memorizing the
multiples of 10
multiplication table
and 100
(A)
Review
M4NS-Ic-3.1 Rounding off
Answer the given numbers to the
problems without greatest place
writing the value
numbers (M)
Discussion
 Recalling
what an
estimate is
and asking
students how
they
estimated
sum and
difference in
previous
grade levels
 Having the
 students
study
examples of
estimating
products
Leading the
class to identify
patterns

WEEK 4 M4NS-Id-4 Formative Laptop,  Being cooperative

M4NS-Id-45.4 Familiarizing the Review  Problem solving book,  Observing and
LESSON 4 steps in problem  Recalling basic  Written exercise instruction obeying rules
Problems Solve routine and solving (A) multiplication  Think-Pair- al  Having accuracy
Involving nonroutine facts materials
Share  Valuin
Multiplication problems involving M4NS-Id-4.1 g the
multiplication of Memorizing the Demonstration Summative importa
LESSON 5 whole numbers properties of  Showing how  Written exercise nce of
Multistep including money to apply the  Problem solving
multiplication (A) teamwo
Problems using appropriate properties of
Involving rk
problem- solving multiplication
Multiplication M4NS-Id-4.2  Being determined
strategies and tools to find
Solve multiplication in pursuing one’s
problems involving products
LESSON 6 goals
mentally
Creating Word M4NS-Ie-45.5 money (A)
 Pointing out
Problems Solve multistep
how knowing
Involving routine and M4NS-Id-5
the basic facts
Multiplication nonroutine Understanding the
helps in mental
problems involving problem that is
multiplication
multiplication and being asked (A)
addition or
Drill and
subtraction using M4NS-Id-5.1 Practice
appropriate Calculate the multi- Practicing basic
problem-solving step problem with multiplication
strategies and tools precise answer (A) facts using
flash or
M4NS-Ie-46.3 M4NS-Id-6 window cards
Create problems
Create problems (with reasonable Review
(with reasonable answers) involving Multiplying by 2-
answers) involving multiplication or digit numbers
multiplication or with addition or
with addition or subtraction of
subtraction of whole numbers Guided Learning
whole numbers including money  Working out
including money (T) the solution to
a word
problem
cooperatively
with the class
 Asking
leading
questions to
have the
students
follow the
four-step plan
 Pointing
out how
using
clue
words
helps in
solving a
problem
 Providi
ng
more
exampl
es for
student
s to
Answer

Drill and
Practice
Practicing
basic
multiplicat
ion facts
using
 window
cards

Review
Multiplying by
1- to 2- digit
numbers

Discussion
 Guiding the
students in
analyzing
word
problems
 Asking
comprehensio
n questions to
lead the
students to
decide on the
operations to
use
 Having the
students solve
for the hidden
question first
then the
answer to the
problem
 Reminding the
students to
write
a complete
answer
FIRST QUARTER CHAPTER 3
INSTITUTION
TERM/ UNIT TOPIC: CONTENT PERFORMANC K-12 COMPETENCIE ACTIVITIES ASSESSMENT RESOURCES AL CORE
DURATION CONTENT STANDARD (CS) E STANDARD COMPETENC S / SKILLS VALUES
(PS) Y
Drill and
Practice
Practicing basic
multiplication and
division facts
using fact
triangles

Review
Dividing 3- to 4-
M4NS-If-54.3 M4NS-Ie-1 digit numbers by 1-
Divide 3- to 4- digit numbers
digit numbers by Familiarize the without remainder
LESSON 1 steps in dividing
1- to 2-digit
One- to Two- numbers (A) Demonstration
numbers without
Digit Divisors  Illustrating the
and with M4NS-Ie-1.1
WEEK 5 remainder algorithm for Formative
LESSON 2  Written exercise
Solve problems dividing by 1-  Having
Dividing by 10, to 2-digit Laptop, book,
M4NS-If-54.4 involving 3 to 4  Problem solving perseveran
 100, and numbers picture of a library ce in
digit by 1 to 2 digit
1000 Divide 3- to 4-  Explaining with shelves of arriving at
divisor (A) how trial books the correct
digit numbers by
divisor helps solution
tens or hundreds M4NS-Ie-2
or by 1000 in division  Having
without and with Solving problems  Showing accuracy
remainder in division with how  Having
higher digits (A) checking accuracy
is done  Being
 Providing cooperative
several
examples
for
students to
practice on
Drill and
Practice
Practicing basic
division facts
using window
cards

Review
Multiplying
numbers by 10,
100, and 1000

Inductive Method
 Working out
division
problems
cooperatively
with the
students
 Leading the
students to
observe the
pattern as they
solve each
example
  Pointing out
what
happens
when a
number with
no terminal
zeros is
divided by
10, 100, and
1000
M4NS-If-3 Drill and  Applying
M4NS-Ig-55.2 Define estimation Practice knowledge
Estimate the
(A) Practicing basic gained to
LESSON 3 quotient of 3- to multiplication and real-life
Estimating 4-digit dividends division facts activities
by 1- to 2-digit M4NS-If-3.1
WEEK 6 Quotients Estimate quotients using fact that call
divisors with triangles for
reasonable results based on the
LESSON 4 numbers presented estimation
Mental Division
(M) Review  Being diligent
M4NS-Ig-52.3 Dividing 3- to 4-  Being
Divide mentally digit numbers by cooperative
2- to 3- digit M4NS-If-4
multiples of 10  Having
numbers by 1- Familiarizing the accuracy
digit numbers Guided Learning  sense of self-
different Formative
without Explaining what reliance
fundamental  Oral
remainder using the students have
operations and steps and
appropriate to find when a
in dividing numbers problem asks for written
strategies (A) exercise
about how many
 Taking up the s
M4NS-If-4.1 solution to a  Think-Pair-
Divide mentally Answer the given problem with Share
2- to 4- digit problems without the class  Problem solving
numbers by tens writing the given  Pointing out
or hundreds or by (A) how to use
1000 without and compatible
with remainder numbers
 Giving the
students more
examples
 Drill and Practice
Practicing basic
division facts using
fact triangles

Review
Recalling the
concept of
compatible
numbers

Demonstration
 Showing how
to rename
dividends to
divide
numbers
mentally
 Providing
several
examples
for
students to
practice
on
Drill and
M4NS-Ih-56.3 M4NS-Ig-5 Practice
Memorizing the Practicing basic
steps in division multiplication and
Solve routine and (A) division facts
nonroutine using fact
problems M4NS-Ig-5.1 triangles
involving Answering word
division of 3- to problems involving Review  Having
4-digit numbers money using Dividing by 1- to compassi
by 1- to 2-digit 2-digit numbers on
division (A)
numbers towards
including money Discussion victims of
using appropriate M4NS-Ig-6 calamities
 Discussing
Identifying the
 problem- solving problems in the with the  Giving
strategies and given situation (A) students how to importance to
tools solve a learning how
LESSON 5 M4NS-Ig-6.1 problem to be well-
One-Step Categorizing the Having the Formative prepared if a
Division M4NS-Ih-56.4 students  Problem solving
values in the given disaster
WEEK 7 Problems
problem (A)
read a situation  Think-Pair- occurs
Solve multistep and asking Share  Being
LESSON 6 routine and them  Homework respectful
Multistep M4NS-Ig-6.2
nonroutine comprehension and loving
Problems in Solve problems
problems questions to to the
Division involving money
involving analyze the elders
division and any (A) given facts  Being
of the other  Finding the cooperative
operations of solution  Having
whole numbers cooperatively perseverance
including money with the class
using appropriate  Pointing out
problem- solving the previously
strategies and discussed
tools concepts

Drill and Practice

Practicing basic
division facts using
fact triangles

Review
Having a short
review on the
steps to follow in
problem solving

Guided Learning
 Presenting and
asking
comprehensio
n questions
about two-
and three-step
 word
problems
 Leading the
students in
applying the
four- step plan
 Having the
students check
the answer by
working
backward

Review
M4NS-Ii-57.3 Recalling how to
Create problems create word
involving problems
division without
or with any other
operations of Discussion
whole numbers
 Having the
including money,
students follow
with reasonable
the pointers in
 answers creating a word
M4NS-Ih-7 problem for a
Create problems given set of
M4NS-Ii-61.1 involving division facts
without or with any  Letting the
other operations of students use the
Represent whole numbers four-step plan in Formative
and explain including money, solving the  Written exercise
LESSON 7 Multiplicatio with reasonable problems they  Problem solving  Having
Creating Word n, Division, answers (T) have formulated accuracy
Problems Addition, Summative  Being patient
WEEK 8 Subtraction M4NS-Ig-8 Review  Written exercise  Valuing the
LESSON 8 (MDAS)  Recalling how
Define MDAS (A)  Problem solving importance of
Order of correctly to solve a word teamwork
Operations problem
M4NS-Ig-8.1  Having
M4NS-Ij-62.1  Pointing out accuracy
Solve fundamental
operations using that writing an  Practicing
Perform a equation is an tolerance
MDAS rule (A)
series of two important step
or more in problem
operations solving

Demonstration
 Illustrating
Perform a series
how the
of two or more
MDAS rule is
operations
applied in
applying
simplifying
Multiplication,
number
Division,
expressions
Addition,
 Providing
Subtraction
several
(MDAS)
examples
correctly
written on
perception
cards
Emphasizing the
meaning of the
acronym MDAS
 PERFORMANCE TASK #1
WORD PROBLEM CONSTRUCTION
GOAL Your goal is to create word problems using multiplication or addition or subtraction
ROLE Your role is to connect math concepts into real world problems
AUDIENCE Your audience are your fellow classmates and your teacher
SITUATION You are going to create word problems involving money that can apply into real-life scenarios
PRODUCT You will produce a word problem with correct answers that will easily understand by your classmates
STANDARDS  Math
 Clarity
 Neatness and Construction
 Real-life Apllication

Rubric for Creating Word Problems Involving Money using Multiplication or Addition or Subtraction

Criteria 4 - Excellent 3 – Proficient 2 - Developing 1 - Needs Improvement

Problem is clear, concise, and easy Problem is mostly clear but may Problem is unclear and difficult to Problem is confusing and lacks
Problem Clarity
to understand. have minor ambiguities. follow. clarity.

Use of Multiplication or Correctly uses multiplication in the Uses multiplication correctly but Attempts to use multiplication but Does not use multiplication or uses
subtraction or addition problem with appropriate values. may have slight errors in values. has significant errors. it incorrectly.

Problem effectively relates to a real- Problem relates to real-life but may Limited connection to real-life No connection to real-life money
Real-life Application
life money situation. lack some relevance. situations. situations.

Answer is accurate and clearly Answer is mostly accurate with Answer is present but significantly No answer provided or answer is
Reasonable Answer
derived from the problem. minor calculation errors. incorrect or unclear. completely incorrect.