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Detailed Lesson Plan in Math Grade 4 Deductive Method

1. The lesson plan aims to teach 4th grade students how to multiply 2-digit numbers by 1-2 digit numbers mentally with products up to 200 through drills, reviews, and new lessons using the deductive method. 2. Students will learn strategies like estimating products, grouping by multiples of ten, and partitioning to solve multiplication problems mentally. 3. The lesson proper introduces motivation questions, unlocks difficulties through exercises, and presents the rule that multiplication is repeated addition through multiple enrichment activities involving word problems.

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725 views

Detailed Lesson Plan in Math Grade 4 Deductive Method

1. The lesson plan aims to teach 4th grade students how to multiply 2-digit numbers by 1-2 digit numbers mentally with products up to 200 through drills, reviews, and new lessons using the deductive method. 2. Students will learn strategies like estimating products, grouping by multiples of ten, and partitioning to solve multiplication problems mentally. 3. The lesson proper introduces motivation questions, unlocks difficulties through exercises, and presents the rule that multiplication is repeated addition through multiple enrichment activities involving word problems.

Uploaded by

c76991350
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN IN MATH FOR GRADE 4

USING DEDUCTIVE METHOD

I. Objectives: At the end of the lesson, 80% of the


pupils should be able to:

1. multiplies mentally 2 digit by 1-to 2-digit numbers


with products up to 200 and
explains the strategies used;
2. Demonstrates understanding of multiplication and
division of whole numbers including money;
3. Apply multiplication and division of whole numbers
including money in mathematical problems and
real life situation;

II. Subject Matter: Multiplying Mentally 2-digit by 1- to


2- Digit Numbers Reference: Math Grade V, pp.35-48
Instructional Materials: Whiteboard, Textbook, play
money

III. Procedures
Teacher’s Activity Pupil’s Activity
A. Drill: estimate the
products.
 Answer to your (Pupils already written the
textbook. answer on the textbook)
Key to correction:
1. 75
1. 80 , 30 ×_28_
2. 10 000, 30
3. 3 000, 300 2. 964
4. 200, 100 × 39
5. 800, 800
3. 2 812
× __343

4. 245
×__126

5. 794
×_826

 All of your answer


is correct
B. Review: (Oral responses of pupils)
 How to solve the In such a situation you cannot
problem, you actually count the bats flying
multiply using the out You simply given an
equation ? estimated product or estimate

 Example 1 187 1000 (nearest thousand)


is?
 12 is 10 so? (The numbers is nearest ten)

What do you call the Estimated product


answer?
Estimating the Product of 3-
What do you call in this to 4- Digits Numbers by 2- to
lesson? 3- Digit Numbers

C. Lesson Proper (Expected responses of


(New Lesson) pupils)
1. Motivation
 Each team has 9 ³
contestants. 14
There are 14
teams. How ×__9
many 126
contestants are The answer is 126.
there in all?
 The set of
spoons and 36
forks has 36 ×_11
pieces. How 36
many spoons +36__
and forks will I 396
get if I buy 11 The answer is 396.
sets?

(students read orally)

2. Motive Question
 Kindly read the Have you ever heard a math
motive question problem?
on the
board. Discover Simply multiply the non-zero
the answer. digits in each factor. Attach as
many zeros as there are in
both factors Did you follow
this strategy?

3. Unlocking of
Difficulties
 Try to work on
these exercise.
How fast can you
do it?
 Key to Correction
1. 550 1. 55× 10 =
2. 800
3. 960 2. 40× 20 =
4. 7 ,300
3. 62 × 30 =

4. 73 × 100 =

5. Presentation of
the New Lesson
 Our new lesson (Pupils will read the rule on
is all about how to
Multiplying the multiply numbers)
numbers
Generalization (Rule)
 Everyone read Master the basic
the rule multiplication facts to help you
(generalization) do mental multiplication.
on how to multiply
numbers? Use some strategies as
grouping by multiples of 10 or
100 or partitioning strategies.

 Give your 25 × 11 = N 36× 11 = N


example
1.) 3 6
Multiply these × 11
numbers. Use 36
short method. 36__
2.)2 5 396
×_1 1_
25
×25_
275

It’s easy , isn’t it? This strategy works as long


as the sum is one digit
number.
 Strategy: Using (Expected Answers of
Play money Pupils)

Example A: What is 14 1. 24
more than twice 5?

What are the pair of


numbers with a sum of 2. 9 + 4 and 9 × 4
13 and a product of 36?

What number when


added to the product of
and 5 result to the 3 .69
difference of 100 and 54
?

What are the pair of


number with a sum of 4.6 + 9 = 15
15 and a product of 54? 6×9 = 54

What two numbers give 6. 30× 30 = 900


a sum of 60 and a 30+30 = 60
product of 900?

Example B
Simply add zeros to
give the correct
product
1. 23 × 40 = N 1. 23 × 40 = 920
2. 617 × 100 = N 2. 617 × 100= 61,700
3. 450 × 20= N 3. 450× 20 = 9000
4. 10 × 560 = N 4. 560 × 10= 5,600
5. 790 × 30 = N 5. 790 × 30 = 3000

 (Using Play (Expected answers of


Money) pupils)

Problem A:
1. A sack of rice holds 1. Given 45 rice , 215 sacks
45 kilograms of rice. Ask : how many kilograms
There are 215 sacks of are there
rice to delivered. How Number sentence: 45×215= N
many kilograms of rice Solution:
are there? 215 × 45 = 11,760

Problem B:
2. Lourdes earns 580 Given : 580 daily
daily as a sales lady. Asked: How much salary
How much salary does does she get if she works
she get if she works for Number sentence: 580 × 14
two weeks? for two weeks days =N
Solution:
580
×__14 answer is 8120.

Problem C.
(Mathematical Sentence) (Expected answer of our
pupils)
Solving 1:

1. How far can a Given : 35 km per hour


dolfin go if it Asked : How many km in 12
travels for 12 hours strategy to use:
hours? Writing the question
35 km × 12 hours = N
Solution : 35
× __12
70
+_____35
420 kilometers
travelled in 12 hours
Solving 2:
Use multiples of 10 or
100 or partitioning
strategy to multiply
mentally

16 × 8 = N 16 × 8 = 128

93× 3 = N 93× 3 = 279

84 × 4 = N 84 × 4 = 336

75 × 9 = N 75 × 9 = 675

13 × 20 = N 13 × 20 = 260

 Enrichment (Expected answers of


Activity #1 pupils)
Copy and answer on the
1. 35 × 11 = board /chipboard.
2. 11 × 18 =
3. 63 × 11 = 1. 35
4. 24 × 11 = ×______11
35
5. 33 × 11 =
+__35
385

2. 18
×___11
18
+ 18__
198

3. 63
× _11
63
+__11__
173

4. 24
×11
24
+24__
264

5. 33
×11
33
×33___
353

Exercise #2: Change Copy and answer on


multiplication sentence the board/chipboard.
to addition sentence.
a) 4 x 8 = 1. 8+8+8+8 = 32
b) 7 x 5 = 2. 7+7+7+7+7 = 35
c) 2 x 9 = 3. 9+9 = 18
d) 8 x 7 = 4. 8+8+8+8+8+8+8= 56
e) 6 x 4 = 5. 6+6+6+6 = 24

 Enrichment (Read and solve the


Activity #2 problems)
Enricle two numbers
which give the correct
product on the right. Answer:

1.490 and 395 × 30 and 1. 490× 395


10 = 14 700

2.75 and 63 × 30 and 2. 2.75 × 63


300 = 18 900

3.100and 1000 × 65 and 3. 650× 65


650 = 65 000

4.328and 3 280 × 100 4.328 × 3 280


and 1000 = 32 800

5.170 and 25 × 20 and


100= 3 400 5.170 × 25

Problem #1: Six boys


have 10 marbles each.
How many marbles do
they ha

Problem #2: Each Solution: 9 baskets x 5


basket has 5 pineapples = 45 pineapples
pineapples. If there are
9 baskets, how many
pineapples in all?
If you know how to add Yes, by adding the same
numbers, can you get numbers, we can get the
the correct answer of correct answer of
multiplication? Yes or multiplication.
No?
Who can recite / Multiplication is the
memorize the addition of repeated same
generalization (rule) of numbers.
multiplication ?
 Valuing Process (Sharing of ideas among
pupils)
Can you give the 1. Learning how to multiply
importance of learning will enhance our
how to multiply mathematical skill
numbers? 2. Learning how to multiply
will help us solve problems
involving multiplication.
3. If we forget multiplication
facts, use the addition of
same numbers.
4. More ideas / opinions are
encouraged
IV. Assessment / Check up test
Evaluation Technique
Key to Correction Read and answer each item
correctly.
1) 64 1) 8 x 8 = ?
2) 8 2) 9 x ? = 72
3) 7 x 4 3) 7+7+7+7+7 =
multiplication sentence
4) 4) 8 x 10 = addition
8+8+8+8+8+8+8+8+8+8 sentence
5) 10 --- pairs of 5) Each of the 7 students
socks was given 10 pairs of socks.
x 8 --- students What is the total pairs of
80 --- pairs of socks socks were given to all of
them?
V. Assignment
Simply add the zeros to give the correct product.
890 × 10 = 69 × 1000 = 790 × 30 =

210× 100= 35 × 110 = 10 × 560 =

Prepared by Chesca Agbuya

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