School: Grade Level: Grade 4

GRADES 4
DAILY LESSON LOG Teacher: Learning Area: Math
Teaching
WEEK 2 Quarter: Quarter 1
Date & Time:

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of whole numbers up to 100, 000
B. Performance The learner is able to recognize and represent whole numbers up to 100, 000 in
Standard various forms and contexts
C. Learning
Competencies/Objectiv
Compares numbers up to 100 000 using relation symbols. M4NS-Ib-12.4
e Write the LC code for
each.
II. CONTENT Numbers and Number Sense
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Pages 16 – 18
Material pages
3. Textbook pages
4. Additional
Material from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity Pupil’s Activity
1. Daily Prayer
A. Routinary 2. Greeting the class
3. Checking the attendance
Activities
4. Passing the Assignment
5. Introduction of classroom
rules
B. Reviewing
previous lesson Drill:
or presenting the Identify which is greater or lesser
new lesson. number.

6+2 or 4+5

12 + 4 or 16-2

10-3 or 4+5

B. Establishing a purpose Show a picture of a farm.

for the lesson Let the pupils identify what is in the
picture.
Ask: What do we do in the farm?
What are the plants in the farm?
Who planted the plants in the farm?
(Instill the value of hard work.)
C. Presenting Examples/ Let the pupils read the word problem
instances of the new
lesson Mr. Camama is a farmer. He has a farm
in Ramain, Munai Lanao del Norte. It is
harvest time when he found out that
during the last harvest, he had 38,125
kilograms of palay while on his new
harvest he got 32 785 kilograms.

How many kilograms of palay did Mr.

Camama had during his last harvest?
How about his new harvest? What
harvest did he get the most? How will
you compare his harvest?

D. Discussing new When comparing two large numbers,

concepts and practicing we can follow these steps:
new skills #1
1. Align the digits with the same
place value.
2. Starting from the left, compare
the digits in each place value.
3. The first pair of digits that are of
different values will determine which
number is greater or less.
Since 8 > 2, then 38 125 is greater
than
32
785
or it
can be written as 38 125 > than 32
785.

When was the greater harvest of Mr.

Alfonso? The old harvest or the new?

Group work: Contest by group using

your meta cards. Show your answer
for the numbers given. Write the
symbol > (greater), < (lesser), =
(equal to)

E. Discussing new Differentiated instruction:

concepts and practicing
new skills #2 Group 1:
Determine the number which is greater,
lesser, and
Equal numbers by writing True if the
statement is true and False if it is false.
1. 95 000 < 98 000
 2. 78 300 > 87 003
3. 87 345 = 87 345

Group 2:
Compare the numbers using the symbol
>, <, = on the blank.
1. 34 567 __ 34 657
2. 78 001 ___78 345
3. 56 123 ___ 56 123

Group 3
Read and answer in your paper. Your
answer may be number
or words.

Ramain Integrated School Boy

Scouts and Girl Scouts had a tree
planting. They planted 12,645
Mahogany seedlings and 14,067 Acacia
seedlings. What seedlings did they
plant most?

Using the digits 1, 7, 9, 4, 0, and 5

once, what is the
a. Greatest number that can be formed
b. Least number that you can form.

Let each group present their answers

in front of the class.

F. Developing mastery Working in pairs, the teacher asks the

pupils to compare the two numbers
(Leads to Formative using the symbols <, > or =.
Assessment 3) (Dependent Learning)
1. 87 324 ____ 78 456
2. 67 890 ____ 67 089
3. 59 234 ____ 68 213
4. 21 456 ____ 31 567
5. 99 781 ____ 99 781
Answer Key:
1. <
2. >
3. <
4. <
5. =
The teacher then checks the answer of
the pupils and guides them when to use
the symbols <, > or =.
G. Finding practical The teacher gives the activity for the
applications of concepts pupils to answer. (Differentiated
and skills in daily living Instruction)
Slow Learners
A. Write a digit in the underline to make
the statement true.
1. 23 _34 > 23 645
2. 34 567 < _4 321
3. 576_ = 5764
 4. 73 456 > 73 45_
5. _5 760 < 65 342
Average and Fast Learners
B. Solve and check. It is possible that
your answer is not a number.
1. There were 30 123 people at the
Bangsamoro Symposium at
Camp Bilal on Friday and 32
450 on Saturday. On which day
were there more people?
2. At a Qur’an Reading
Competition, contestant A won
Php 40, 000 while contestant B
won Php50, 000. Who won the
lesser amount of money?
3. Write all the 5-digit numbers that
you can form using the digits
1,2,3,4, and 5 only once. Which
of these numbers are greater
than 50 000?
H. Making
generalizations and
abstractions about the The teacher leads the pupils to give the
lesson generalization by asking the question.
How do you compare numbers?

I. Evaluating learning .

Compare the numbers by using >, <,

= symbols. Write your answers in
your paper.
1. 21 001 _____ 12 100
2. Eighty-two thousand nine hundred
four ____ 82 940.
3. 7 892 ______ 7 000 + 900 + 20 + 5
4. 48 675 _____ 47 675 + 1 000
5. Write all the 5-digit numbers that you
can form using the digits 1, 2, 3, 4,
and 5 only once. Which of that
numbers are greater than 50 000?

J. Additional activities for Write a digit in the blank to make the

application or number sentence correct.
remediation
1. 33 __36 > 23 645
2. 5 76__ = 5764
3. ___5 760 < 65 342
4. 45 781 > 4___ 671
5. 30 404 = 30 __0__

V.REMARKS

VI.REFLECTION

No. of learners who earned 80% in the

evaluation

No. of learners who require additional

activities for remediation who scored
below 80%

Did the remedial lessons work? No. of

learners who have caught up with the
lesson

No. of learners who continue to require

remediation

Which of my teaching strategies

worked well? Why did these work?

What difficulties did I encounter which

my principal or supervisor can help me
solve?

What innovation or localized materials

did I use/discover which I wish to share
with other teachers?