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Quarter 2
1
Lesson Exemplar Lesson

for Mathematics 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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

Development Team
Writer:
• Steve B. Anapi (Philippine Normal University – Manila)

Validators:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)
• Lalaine Ann F. Manuel, Ph.D. (Central Luzon State University)

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 blr.od@deped.gov.ph.

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MATHEMATICS / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of multiplication of whole numbers with products up to 1
Standards 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 perform different operations by applying the MDAS rules. (NA)
Standards

C. Learning
1. Perform two or more different operations by applying the MDAS rules.
Competencies
2. Represent situations involving one or more of the four operations using a number sentence.
and Objectives

D. Content Order of Operations (Applying the MDAS rules)

E. Integration

II. LEARNING RESOURCES

Tabilang, A. R., Arce, I. J. B., Pascua, R. V., Calayag, N. P., Dacuba, L. P., Borais, D. B., Buemia, r. B., Collao, M. T., Morandate, L. g., Danao,
A. B., Gonzaga, L. N., Briones, I. A., & Daganta, J. A. D. (2015). Mathematics 4 Learner’s Material Unit 1. pp. 82-84. Department of
Education. Philippines.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 to 4 It is suggested that operation

Knowledge 1. Short Review facts should be an integral part
Addition and Subtraction Facts of the preliminary activities.
Instructions. Use flashcards with addition and subtraction of two-digit
numbers and a one-digit number and/or two-digit numbers and two-digit Addition and Subtraction
numbers. Let the students use a “Show Me” board where they can write their Facts. Mastery of the skills to
answers. Flashcards must contain the answer to the addition and subtraction add and subtract two-digit
facts. numbers with one-digit numbers
Example: and two-digit numbers with two-
digit numbers is an essential

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 23 + 5 = _____ 37 - 4 = _____ 34 + 27 = _____ 78 - 49 = _____ requirement for Grade 4
14 + 7 = _____ 49 - 6 = _____ 56 + 48 = _____ 63 - 27 = _____ students mentally or
32 + 4 = _____ 58 - 2 = _____ 72 + 35 = _____ 94 - 58 = _____ mechanically.
48 + 3 = _____ 26 - 5 = _____ 89 + 42 = _____ 56 - 34 = _____
56 + 2 = _____ 53 - 8 = _____ 45 + 56 = _____ 72 - 39 = _____ Providing students with
39 + 6 = _____ 45 - 3 = _____ 63 + 78 = _____ 85 - 27 = _____ flashcards containing answers
17 + 9 = _____ 31 - 7 = _____ 57 + 66 = _____ 69 - 47 = _____ on the reverse side can be a
41 + 8 = _____ 72 - 1 = _____ 88 + 75 = _____ 77 - 58 = _____ valuable remediation and
25 + 1 = _____ 64 - 9 = _____ 47 + 53 = _____ 88 - 66 = _____ intervention strategy for
36 + 7 = _____ 38 - 2 = _____ 66 + 44 = _____ 55 - 22 = _____ students facing challenges in
acquiring these skills. This
allows them to work at their own
Multiplication and Division Facts pace to achieve proficiency.
Instructions. Use flashcards with multiplication and division of two-digit
numbers and one-digit numbers. Multiplication and Division
4 x 3 = _____ 6 ÷ 3 = _____ 34 x 5 = _____ 36 ÷ 12 = _____ Facts. Failing to commit
7 x 5 = _____ 9 ÷ 3 = _____ 56 x 3 = _____ 63 ÷ 9 = _____ multiplication and division facts
2 x 8 = _____ 10 ÷ 2 = _____ 72 x 9 = _____ 48 ÷ 12 = _____ to memory puts learners at risk
6 x 7 = _____ 28 ÷ 7 = _____ 89 x 4 = _____ 72 ÷ 36 = _____ of struggling with the
3 x 9 = _____ 90 ÷ 10 = _____ 45 x 2 = _____ 55 ÷ 11 = _____ comprehension of advanced
5 x 2 = _____ 15 ÷ 5 = _____ 63 x 7 = _____ 28 ÷ 14 = _____ mathematical concepts and
8 x 4 = _____ 8 ÷ 4 = _____ 57 x 8 = _____ 84 ÷ 21 = _____ processes.
6 x 9 = _____ 25 ÷ 5 = _____ 88 x 6 = _____ 62 ÷ 21 = _____
7 x 1 = _____ 56 ÷ 7 = _____ 47 x 1 = _____ 78 ÷ 13 = _____ If possible, reiterate the following
3 x 0 = _____ 0 ÷ 3 = _____ 66 x 0 = _____ 92 ÷ 23 = _____ with accompanying explanations:
a. multiplication as repeated
addition (i.e., 5 x 3 = 5 + 5 + 5);
and b. division as the formation
of equal groups (i.e., how many
2. Feedback groups of three are there in 15?)
Monitor the common errors committed by learners. Give immediate and and inverse operation of
corrective feedback on this operation facts. multiplication.

B. Establishing 1. Lesson Purpose Draw learners’ attention to the

Lesson Purpose DAY 1 associative property of addition
Activity 1. Write the missing number so that the addition sentence is correct. and multiplication and the

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 (Sample items) distributive property of
multiplication over addition.

Activity 1 draws learners’

attention to addition and
subtraction facts and the
associative property of addition.
Guide Questions: Rather than emphasizing the
1. How did you find the missing numbers so that the addition sentence is associative property, draw their
correct? attention to doing the addition
2. How did you check if your answer is correct? process from left to right and not
to the grouping symbol.
Activity 2. Write the missing number so
that the multiplication sentence is correct. Activity 2 draws learners’
(Sample items) attention to multiplication and
division facts and the associative
Guide Questions: property of multiplication.
1. How did you find the missing Rather than introducing the
numbers so that the multiplication associative property, draw their
sentence is correct? attention to doing the
2. How did you check if your answer is correct? multiplication process from left
to right and not to the grouping
DAY 3 symbol.
Activity 3. Write the missing number so
that the number sentence is correct.
(Sample items) Activity 3 draws learners’
attention to operation facts and
Guide Questions: the distributive property of
1. How did you find the missing multiplication over addition.
numbers so that the number sentence Rather than introducing the
is correct? distributive property, draw their
2. How did you check if your answer is correct? attention to doing all
multiplication processes first
2. Unlocking Content Area Vocabulary from left to right before adding.
Order of Operations is a set of rules used in mathematics to determine the (Give Activity 3 after facilitating
sequence in which operations should be performed. For the four fundamental sub-topic 1)
operations, MDAS is used to abbreviate the order of operations.

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C. Developing and DAY 1-2 Remember to perform addition
Deepening SUB-TOPIC 1: Order of Operations [Performing two operations: Addition and and subtraction operations in
Understanding Subtraction (AS rule) and Multiplication and Division (MD rule)] the order they are written in a
1. Explicitation problem. No priority is given to
After letting learners do Activity 1 and 2 and answer the guide questions, addition over subtraction or vice
the teacher emphasizes that they got the correct answer because they followed versa; we work from left to right.
a set of rules. This ensures clarity and
The teacher will introduce the order of operations performing two accuracy when simplifying
operations at a time (i.e., AS rule and MD rule). numerical expressions.
• AS rule stands for Addition and Subtraction rule. The rule states that
you should perform addition or subtraction whichever comes first, from To avoid confusion, it is
left to right. recommended not to give the
• MD rule stands for Multiplication and Division rule. The rule states that addition operation as a first
you should perform multiplication or division whichever comes first, from operation on the number
left to right. sentence of the first example so
that they will not have a
2. Worked Example misconception that it is always
Example 1. What is the value of 20 – 8 + 13? addition that should be
Solution: Start from left to right: 20 – 8 + 13 performed, and subtraction is
Continue from left to right: 12 + 13 secondary (as the AS appears in
Answer: 25 the abbreviation of the rule).

Example 2. What is the value of 15 + 27 – 2 – 10 + 17?

Solution: 15 + 27 – 2 – 10 + 17
42 – 2 – 10 + 17
40 – 10 + 17
30 + 17
Answer: 47

Example 3. Arthur has 15 pieces of colored paper. Ben borrowed 2 colored

papers from Arthur while Catherine borrowed 5, and Dave borrowed 6. Eli gave
Arthur 8 colored papers. How many colored papers does Arthur have now?
Solution:
Number sentence: 15 – 2 – 5 – 6 + 8
15 – 2 – 5 – 6 + 8
13 – 5 – 6 + 8
8–6+8

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 2+8
10
Answer: Arthur has 10 colored papers

Example 4. What is the value of 30 ÷ 6 × 3? Reiterate that the MD rule states

Solution: 30 ÷ 6 × 3 that learners need to perform
5×3 multiplication or division in the
Answer: 15 order they are written. To avoid
confusion, it is suggested that
Example 5. Determine the value of 22 × 3 ÷ 2 ÷ 11. the first example for the MD rule
Answer: 22 × 3 ÷ 2 ÷ 11 does not have the multiplication
66 ÷ 2 ÷ 11 operation as the first operation
33 ÷ 11 on the number sentence.
Answer: 3
*You may create more
Example 6. Mrs. Cruz has 30 pupils. She grouped the class into 3 groups. Each contextualized word problems to
pupil in a group gets 2 pencils. How many pencils were received by one group? make learners more engaged in
Solution: problem-solving.
Number Sentence: 30 ÷ 3 × 2
30 ÷ 3 × 2
10 × 2
20
Answer: There are 20 pencils in one group

DAY 2
3. Lesson Activity
Let learners do the following: It is suggested that you give
A. Determine the value of the following: Activity 3 as a preliminary
activity to activate prior
Set 1 Set 2
knowledge. Do this after the first
1. 35 – 12 – 8 + 17 1. 5×3×4÷2
sub-topic was implemented.
2. 13 + 9 – 15 + 23 2. 108 ÷ 9 ÷ 3 × 6
3. 45 – 32 – 8 3. 18 × 3 ÷ 9
4. 16 + 21 – 9 4. 9 ÷ 9 × 12 ÷ 4
5. 9+9–9–9 5. 10 ÷ 10 × 10 × 10

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 B. Determine the missing number so that the number sentence is correct.
Set 1 Set 2
1. 16 – ___ + 23 = 35 1. 7 × ___ ÷ 2 = 21
2. 32 – 24 – ___ + 19 = 24 2. 15 ÷ ___ × 2 = 10
3. ___ - 18 + 9 – 10 = 8 3. 60 ÷ 3 ÷ ___ = 5
4. 34 + 15 - ___ = 40 4. 5 × 5 ÷ ___ ÷ 5 = 1
5. 8 – 5 + ___ - 14 = 11 5. 4 × ___ ÷ 2 = 10

DAY 3
SUB-TOPIC 2: Order of Operations (Performing three or more operations
using the MDAS rules) To avoid misconception, do not
1. Explicitation give as a first example a number
Before introducing the MDAS rule, let the students do Activity 3. The sentence where multiplication or
teacher will process the learners’ work. The teacher needs to draw from the division is the first set of
learners the process of doing multiplication first before adding to get the correct operations to be seen from left to
missing value and to make the number sentence correct. The teacher right. Instead, use addition or
introduces the MDAS rule. subtraction followed by either
MDAS rule stands for Multiplication, Division, Addition, and multiplication or division. This
Subtraction rule. The rule states that you should perform first multiplication makes the first example
and division in the order in which they occur followed by addition or problematic so that they always
subtraction, whichever comes first, from left to right. must find multiplication/division
first before adding or subtracting
2. Worked Example from left to right.
Example 1. What is the value of 79 – 12 × 4?
Solution: 79 – 12 × 4 Use colored pens to direct
79 – 48 learners’ attention to the first
Answer: 31 operations to be performed (i.e.,
multiplication and division).
Example 2. What is the value of 52 – 8 × 5 ÷ 4 + 9?
Solution: 52 – 8 × 5 ÷ 4 + 9 *You may add word problems to
52 – 40 ÷ 4 + 9 elicit number sentences to
52 – 10 + 9 represent the situation.
42 + 9
Answer: 51

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 Example 3. What is the value of 60 × 2 + 5 – 3 + 8 × 6 – 1?
Solution: 60 × 2 + 5 – 3 + 8 × 6 – 1
120 + 5 – 3 + 48 – 1
125 – 3 + 48 – 1
122 + 48 – 1
170 – 1
Answer: 169

3. Lesson Activity
Let the learners do the following: Answer Key:
A. Determine the value of the following: Part A.
1. 6 + 42 ÷ 2 – 15 1. 12
2. 5 + 36 ÷ 2 × 3 – 4 2. 55
3. 63 ÷ 7 × 3 – 4 3. 23
4. 25 × 2 – 42 ÷ 6 + 18 4. 61
5. 36 – 10 × 2 ÷ 5 – 11 5. 21

B. Determine the missing number so that the number sentence is correct. Part B.
1. 9 - ___ + 14 × 2 = 30 1. 7
2. ___ ÷ 5 - 7 = 3 2. 50
3. 24 ÷ ___ + 5 × 3 + 2 = 20 3. 8
4. 16 + 8 × 4 – 9 ÷ ___ = 45 4. 3
5. 36 + 18 ÷ __ - 10 = 35 5. 2

D. Making 1. Learners’ Takeaways

Generalizations DAY 2
For Sub-topic 1:
Guide Question: In solving a series of operations, in what order do you perform
addition and subtraction? multiplication and division?

DAY 3
For Sub-topic 2:
Harry and Hermione were given the same problem. They are to determine the
value of 6 + 4 × 2 ÷ 2 - 1. Here are their solutions.

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 Harry’s solution: Hermione’s solution:
6+4×2÷2–1 6+4×2÷2–1
10 × 2 ÷ 2 – 1 6+8÷2–1
20 ÷ 2 – 1 6+ 4–1
10 – 1 10 – 1
Answer: 9 Answer: 9

Who got the correct answer and correct solution? Why?

DAY 4
2. Reflection on Learning
1. In performing operations, I should look first for __________ and _________
operations.
2. I should perform multiplication and division from _____ to _____.
3. After performing multiplication and division, I can now ____ or _____ from
left to right.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answer Key:

Learning 1. Formative Assessment Part A.
A. Determine the value of the following number sentence: 1. 13
1. 5 × 2 + 3 4. 5 × 3 + 20 ÷ 4 − 12 2. 31
2. 15 − 2 + 8 + 10 5. 24 + 18 – 5 × 6 3. 4
3. 15 − 6 × 2 + 4 ÷ 4 4. 8
5. 12
B. Determine the missing number so that the number sentence is correct.
6. 18 ÷ 3 + ___ – 3 × 4 = 9 Part B.
7. 7 × 3 – 12 ÷ ___ + 6 = 24 6. 15
8. 8 ÷ ___ + 6 × 8 = 50 7. 4
8. 4
C. Write >, <, or = on the blank space to compare the two numerical
expressions. Part C.
9. 6 × 7 – 12 ÷ 3 + 15 _______ 13 + 3 × 4 – 10 ÷ 2 9. >
10. 3 × 2 × 5 + 12 ________ 12 ÷ 2 × 6 + 4 – 3 10. >

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 Rubrics. Each item is worth 2 points. The learner should be able to show a
complete solution for each item.
2 points 1 point 0 point
Provided a Provided a complete solution but Did not
complete solution. there are 1-2 processes taken attempt to
All process is incorrectly but arrive at the correct solve the
correct, and the answer. problem.
final answer is
correct. Attempted to solve the item but did
not arrive at the correct answer.

D. Worksheet (See attached copy of the worksheet)

Total points: 30
Rubric/Score Guide (if needed)
For Part A.
Correct Symbol: 1 point Solution: Use the pointing system below:
2 points 1 point 0 point
Provided a Provided a complete solution but Did not
complete solution. there are 1-2 processes taken attempt to
All process is incorrectly but arrive at the correct solve the
correct, and the answer. problem.
final answer is
correct. Attempted to solve the item but did
not arrive at the correct answer.
Total points: 15
For Part B.
Use the pointing system below:
Item Solution 1 Solution 2 Solution 3
1 1 pt 1 pt 3 pts
2 3 pts 1 pt 1 pt
3 1 pt 1 pt 3 pts
4 1 pt 3 pts 1 pt
5 1 pt 3 pts 1 pt
Total points: 15
2. Homework (optional)

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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 problems
strategies explored encountered after utilizing the
different strategies, materials
materials used used, learner engagement, and
other related stuff.
learner engagement/
interaction
Teachers may also suggest ways
others 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
• students LAC/Collab sessions.
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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