4

Quarter 1
Lesson 1 4
Lesson Exemplar Lesson

for Mathematics 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 4: Lesson 7 (Week 7)
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
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Development Team
Writer:
• Yahweh M. Pasahol (Pedro Guevara Memorial National High School)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)

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 [email protected].
MATHEMATICS / QUARTER 4 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learner should have knowledge in decimal numbers and their relationship to fractions.
Standards

B. Performance By the end of the lesson, the learners are able to:
Standards ● represent, compare, order, and round decimal numbers. (NA)
● convert decimal numbers to fractions and fractions (with denominators 10 or 100) to decimals. (NA)

C. Learning Plot decimal numbers with the tenth decimal part on the number line.
Competencies 1. Accurately draw number lines to represent decimal numbers with tenth part.
and Objectives 2. Correctly plot decimal numbers with tenth decimal part on a number line.
Compare and order decimal numbers with decimal parts to hundredths.
1. Accurately compare decimals with one decimal place using models.
2. Compare decimals with two decimal places using models,𝑇𝑦𝑝𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 ℎ𝑒𝑟𝑒.
3. Compare decimals by considering the place value of the digits.

D. Content Decimal Numbers

E. Integration Prudence

II. LEARNING RESOURCES

K5 Learning. (2023). Fractions to decimals: 10/100/1000. K5 Learning. https://www.k5learning.com/free-math-worksheets/fifth-grade-

5/fractions-decimals/mixed-numbers-to-decimals-10-100-1000
K5 Learning. (2024). Comparing decimals: Grade 4 decimals worksheet: K5 Learning.
https://www.k5learning.com/worksheets/math/grade-4-compare-decimals-a.pdf
Nagwa. (2024). Lesson plan: Comparing decimals: Tenths and hundredths mathematics 4th grade. Nagwa.
https://www.nagwa.com/en/plans/714105705230/
Wargo, E. (2024). Decimal numbers on a number line. Elephango.
https://www.elephango.com/index.cfm/pg/k12learning/lcid/12534/Decimal_Numbers_on_a_Number_Line

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1-2

Knowledge 1. Short Review
Activity 1: From Fractions to Decimals Answers:
Match each fraction in Column A with its equivalent decimal in Column B. 1. E
Column A Column B 2. A
1.
5 3. B
10 A. 0.05 4. C
5 5. D
2. B. 0.2
100
2 Note: 6 to 10 is in Learners
3. C. 0.02
10 Worksheet.
2
4. 100 D. 0.01
1
5. 100 E. 0.5

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose Make an improvised material that

Lesson Purpose Move the arrow and choose a number where to place it. Then ask a learner from can be used as a number line. It
the class to name the decimal number. could be made of thick cardboard.
Construct the arrow on top such
that you can move it forward or
backward.

Use this material in establishing

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0
the lesson purpose.

2. Unlocking Content Vocabulary

Number line is a visual representation of numbers on a straight line. The
numbers on a number line are placed sequentially at equal distances along a
horizontal line. It can be extended infinitely in both directions.

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C. Developing and DAY 1-2
Deepening SUB-TOPIC 1: Plot decimal numbers with tenth decimal part on the number
Understanding line
1. Explicitation Guide the learners in creating or
1. Do this after the learners have drawn or constructed their own number drawing their own number line.
line. Use the guide below:
2. Ask the learner to identify a number between 0 and 1 on their constructed
number line. Answers may vary.
3. Since their number lines have decimal numbers between 0 and 1 only,
challenge them how to locate the following decimal numbers on a number
line.
a. 1.7 b. 2.5
4. Observe learners’ response, if none can get the right answer, the worked
examples will help them.

2. Worked Example
Plot the following decimals on a number line.
a. 1.8 b. 1.3 c. 2.2 d. 2.4 e. 3.0

a) 1.8

b) 1.3

c) 2.2

d) 2.4

e) 3.0

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3. Lesson Activity Answer:
Activity 2: Locate Me! A.
A. Using the number line, plot the given decimal in each number line. 1.
1) 4.2
2.
4 5
3.
2) 3.6
3 4 4.

5.
3) 0.8
0 1 Note: 6 to 10 is in Learners
Worksheet.

4) 5.0
4 5

5) 6.6 6 7

Activity 3. Name My Point

B. Give the decimal illustrated in the number line.

6.

7. Answer:
B.
1) 0.3
8. 2) 2.8
3) 1.1
4)1.0 or 1
9. 5) 6.6

Note: 6 to 10 is in Learners
10. Worksheet.

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DAY 3
SUB-TOPIC 2: Compare and order decimal numbers with decimal parts to
hundredths
1. Explicitation
Observe the given decimals on the number line.
Answer: (Explicitation)
1. 6 units away from zero
2. 2 units away from zero
Questions: 3. 0.6 > 0.2
1. How far is 0.6 from zero? (Note: To illustrate this idea, use the improvised 4. 0.6 is farther from zero as
number line by moving the arrow.) compared to 0.2.
2. How far is 0.2 from zero? 5. 1.7 < 1.9, 1.7 is closer to zero
3. Which is farther from zero, 0.6 or 0.2? than 1.9.
4. Which do you think is greater? 6. Yes

Observe the given decimals on the number line.

Question:
5. Which do you think has a smaller value, 1.9 or 1.7? Explain your answer.

Plot 2.0 on the number line.

Question:
6. Is 2.0 the same with 2? Why?

(Note: To illustrate the answer, use the improvised number line and show that both
numbers will stop on the same location.)

2. Worked Example
Example 1: Compare decimals 1.8 and 1.3 by comparing the distance of each
from 0 on the number line. What should be the correct symbol (<, >) to complete
the statement below.
1.8 ____ 1.3 Answer: >

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Example 2: Compare the decimals. Write <, > or =.
0.8 _____1.0 Answer: <
3.0 ______ 3 Answer: =

If decimals are not represented on a number line, a way to identify which is

greater or lesser is on its place value.

Example 3: Compare
1.8 ______ 2.3
Answer: 1.8 < 2.3 since 2 ones is greater than 1 one.

Hundreds Tens Ones Decimal Point Tenths Hundredths

1 . 8

Hundreds Tens Ones Decimal Point Tenths Hundredths

2 . 3

Example 4: Compare
.05 ______ .5
Answer: 0.05 < 0.5 although their ones place value are the same, 5
hundredths is lesser than 5 tenths.

Hundreds Tens Ones Decimal Point Tenths Hundredths

. 0 5

Hundreds Tens Ones Decimal Point Tenths Hundredths

. 5

Example 5: Arrange the decimals in increasing order.

2.1, 2, 2.7, 2.3
Answer: 2, 2.1, 2.3, 2.7

Use the number line to illustrate the answer. Tell the learners the idea of
increasing order and decreasing order. Give more examples as needed.
• When decimals are arranged in increasing order, you start with the
smallest decimal and end with the greatest decimal.
• When decimals are arranged in decreasing order, you start with the
greatest decimal and end with the smallest decimal.
(Note: The place value of each decimal plays a vital role in arranging the decimals.)
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3. Lesson Activity Answer:
Activity 4: Comparing Decimals Activity 4
Compare the decimals. Write <, >, or = on the blank. 1) <
1) 0.03 _____ 0.3 2) =
2) 1.2 _____ 1.20 3) <
3) 3. 02 _____ 3.2 4) >
4) 5.4 _____ 4.5 5) >
5) 9.1 _____ 3.5 Note: 6 to 10 is in Learners
Worksheet.
Activity 5: Ordering Decimals
A. Arrange the decimals in increasing order. Activity 5
1) 3.08. 2.03, 0.08, 8.02, 3.02 A.
2) 1.2, 0.2, 2.0, 0.02, 1.02 1) 0.08, 2.03, 3.02, 3.08, 8.02
3) 4.5, 0.45, 4.05, 5.04, 5.4 2) 0.02, 0.2, 1.02, 1.2, 2.0
4) 3.0, 0.3, 2.0, 0.02, 3.02 3) .045, 4.05, 4.5, 5.04, 5.4
5) 6.7, 8.1, 0.99, 1.5, 0.9 4) 0.02, 0.3, 2.0, 3.0, 3.02
5) 0.9, 0.99, 1.5, 6.7, 8.1
B. Arrange the decimals in decreasing order.
1) 0.09, 0.9, 1.9, 10.9, 1.09 B.
2) 6.3, 3.6, 3.06, 6.03, 0.63 1) 10.9, 1.9, 1.09, 0.99, 0.9
3) 7.1, 1.7, 0.17, 1.07, 7. 01 2) 6.3, 6.03, 3.6, 3.06, 0.63
4) 0.01, 1.0, 0.1, 10.0, 1.01 3) 7.1, 7.01, 1.7, 1.07, 0.17
5) 5) 8.7, 4.5, 9.2, 0.19, 9.8 4) 10.0, 1.01, 1.0, 0.1, 0.01
5) 9.8, 9.2, 8.7, 4.5, 0.19

D. Making DAY 4
Generalizations 1. Learners’ Takeaways Ask the pupils to write the specific
Use the diagram to show your understanding of the lessons. concept or procedure they learned
from the discussion. Then ask a
learner to share his/her answer.

2. Reflection on Learning
Give instances when these lessons can be of help to you.

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

A. Evaluating DAY 4 Answer:

Learning 1. Formative Assessment A.
A. Match the decimals in Column A with its equivalent representation in the 1. d
number line in Column B. Write the letter of the correct answer. 2. e
Column A Column B 3. c
4. f
1) 0.7 5. a
a.
2) 1.7 B.
b. 1) Yes
3) 7.1 2) No
c. 3) Yes
4) 7.7 4) No
d. 5) No
5) 1.0
e. C.
1) 3.0, 3.1, 3.2, 3.4, 3.5
2) 0.08, 0.8, 8.0, 8.08, 8.8
f.
3) 0.35, 0.53, 3.05, 3.5, 5.3
B. Identify if the given decimals are correctly compared. Write Yes if it gives a
true statement and write No if it makes a false statement. D.
1) 9.1 > 9.01 4) 10.0, 1.0, 0.11, 0.1, 0.01
2) 0.3 > 0.33 5) 7.7, 7.3, 7.2, 7.1, 7.0
3) 6.1 > 6.01
4) 3.8 > 8.3 Values Integration for
5) 0.02 = 0.2 Homework:
Ask the learners:
C. Arrange the decimals in increasing order. 1. If you are not familiar with the
1) 3.4, 3.0, 3.1, 3.2, 3.5 place you are going to, what will
2) 0.08, 8.0, 8.8, 0.8, 8.08 you do to find your destination?
3) 5.3, 3.5, 0.35, 3.05, 0.53 2. What will be the effect when
you are not careful or cautious
D. Arrange the decimals in decreasing order. in going to place that you are not
4) 0.01, 1.0, 0.1, 10.0, 0.11 familiar with?
5) 7.3, 7.7, 7.2, 7.1, 7.0

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2. Homework (Optional) This activity aims to discuss or
Activity 6: Path to School share to the learners the
Directions: Help Pedro find his way to school by shading the block of the correct importance of being prudent or
statement. having good judgment on things
that may encounter.

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B. Teacher’s Note observations on any of The teacher may take note of
Effective Practices Problems Encountered
Remarks the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used other related stuff.

Teachers may also suggest ways

learner engagement/
to improve the different activities
interaction
explored/lesson exemplar.
others

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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