COT 1 - DLP - MATH 4.docx Version 1

School: Grade Level: FOUR
DAILY LESSON
Teacher: Learning Area: MATHEMATICS
LOG
Teaching
Dates/Time: Quarter: 2ND
I.Objectives:  Differentiates prime from composite numbers

 Identify the factors of a given number up to 100
A.Content Standard Demonstrates understanding of factors and multiples and addtion and
subtraction of fractions
B.Performance Is able to apply knowledge of factors and multiples and addition and subtraction
Standard of fractions in mathematical problems and real-life situations
C.Learning
Competencies Differentiates prime form composite numbers ( M4NS – IIb – 66 )
II. Content PRIME and COMPOSITE NUMBERS
III.Learning
Resources
A. References 1. MELC Guide p.212
2. Teaching Guide Kto 12 Curriculum pp. 115-118
Learner’s Materials pp.85-87
3. Materials: Powerpoint, chart, cut-out pictures, strips / manila paper,
pentelpen , bondpapers
4. Values: Acceptance and Belongingness
5. ESP , MAPEH
IV. Procedures
A. Review of A. Preliminary Activities (Prayer/ greetings / checking of attendance)
Previous/Presenting
New Lessons Drill: To refresh your minds about multiplication, let’s see how mastered
you are when it comes to multiplication .
 Let us answer the question, WHO AM I?
Identify the parts of multiplication
 What number is at the center?

 Let us spin the wheel and tell the correct answer.
(The teacher will let learners answer the presented drill through spin a
wheel )
B. Establishing the Motivation:

Purpose of the Lesson
Do you know the game, “The Boat is Sinking?”
This afternoon we will be energized through this game. And before you
will play, will you tell me what are the things that you should remember
when having an activity game?
(Setting of House Rules)
Now that you are familiar with our house rules, I want everybody to listen
carefully because you will not just play but you will learn something at
the same time. Afterwards, the winner will be given a reward.
Questions:
 Did you enjoy the game?
 What have you noticed when you group yourselves according to
specific number in a group?
 Were there instances that all groups had equal number of
members?
 Where there instances when some of you were left out of the
1
group?
What does this mean?
Values Integration: What important value/s did you realize after the
game?
As we walkthrough our lesson, let us remember that at the end of the

lesson, you are expected to differentiate prime to composite numbers.
C. Presenting New
Examples/Instances Let us read the word problem.
Four learners wrote down a number between 30 and 40. The list shows
the numbers they wrote.
Elly- 35 Maggie - 37
Ulysses – 39 Palmer – 33
D. Discussing New
Concepts and CREATIVE THINKING SKILLS DEVELOPMENT
Presenting New Skills
S#1
1. Who among the learners wrote a number that has two factors?
2. What are the factors of the number/s answered in number 1
question?
3. Who among the learners wrote more than two factors?
4. What are the factors of the number/s answered in number 3
question?
( Discussion about Prime and Composite Numbers)
E. Discussing New Individual Activity

Concepts and Direction: Write the given numbers according to their corret group, PRIME or
Presenting New Skills COMPOSITE.
S#2
F. Developing Mastery
( Leads to Formative
Assessment)
A. Differentiated Activities
G. Finding Practical ( Group Activity)
Application of Concepts
(Abstraction of the Before doing the activity , I will show you the rubrics for scoring.
Lesson)
Will you tell also what should you do if you are given tasks to make / do?
( Setting of Standards)
Here’s the general directions.

1.)Think of a flower to be named in your group.
2
2.) Choose a leader and a reporter in your group.
3.) Each group will present their outputs after 2-3 minutes
GROUP 1:
Write on the cut out leaves all the prime numbers from numbers
1-10 and inside the stars are all composite numbers still from
numbers 1-10.Then, explain why these numbers are prime and
composite.
GROUP 2:
Draw two kinds of objects on a bondpaper that show composite
numbers. Then , explain why they have composite numbers.
GROUP 3:
Follow the steps you will do on the given chart.
H. Making What is a prime number?

Generalization and What is a composite number?
Abstraction about the What is the difference between prime numbers and composite
Lesson numbers?
Activity:
Give the factors of the given numbers.
Evaluation
Directions: Write P on the blank if the number is prime and C if
I. Evaluating Learning composite. Write your answers on your ¼ sheet of paper.
1. 63 ________
2. 49 ________
3. 37 ________
4. 69 ________
5. 99 ________
Additional activities Assignment

3
for application and
remediation Direction: Complete the given table by following the given example.
V.REMARKS
VI. REFLECTION
A.No. of learners who
earned 80% in the
evaluation.
B.No. of learners who
require additional
activities for remediation
who scored below 80%.
C.Did the remedial
lessons work? No. of
learners who have caught
up with the lesson?
D.No. of learners who
continue to require
remediation
E.Which of my Teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solved?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
Prepared & Demonstrated by:
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Noted by:
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School: Grade Level: FOUR

I.Objectives:  Differentiates prime from composite numbers

 Let us answer the question, WHO AM I?

Identify the parts of multiplication

 What number is at the center?

B. Establishing the Motivation:

(Setting of House Rules)

As we walkthrough our lesson, let us remember that at the end of the

( Discussion about Prime and Composite Numbers)

E. Discussing New Individual Activity

Here’s the general directions.

H. Making What is a prime number?

Give the factors of the given numbers.

Additional activities Assignment

Prepared & Demonstrated by:

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