MATATAG K TO 10 CURRICULUM

School: BACSAY ELEMENTARY SCHOOL Grade Level: IV

MATATAG
Name of Teacher ANN JANETTE C. PASCUA Learning Area: MATHEMATICS
K to 10 Curriculum
Teaching Dates and Time: MARCH 31 – APRIL 4, 2025 (WEEK 8) Quarter: Fourth
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of decimal numbers and their relationship to fractions.
Standards

B. Performance By the end of the quarter, the learners are able to convert decimal numbers to fractions and fractions (with
Standards denominators 10 or 100) to decimals.

C. Learning
The learners should be able to:
Competencies
 round decimal numbers to the nearest whole number and to the nearest tenth.
and
Objectives
D. Content Decimal Numbers
 Round decimal numbers to the nearest whole number and to the nearest tenth.

E. Integration Concepts on Uniqueness

II. LEARNING RESOURCES

Charles, A. (2023, January 4). 14 Delightful Decimal Activities. Teaching Expertise. https://www.teachingexpertise.com/classroom-
ideas/decimal-activity/
Math Salmanders. (n.d.). Rounding decimals. https://www.math-salmanders.com/rounding-decimas.html
Third Space Learning. (2024). Rounding decimals. Third Space Learning. https://thirdspacelearning.com/us/math-resources/topic-
guides/number-and-quantity/rounding-decimals/

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review
A. Compare each pair of decimals using symbols < , > , or = . This section will serve as the
Symbol application of learners’ prior
1. 4.1 4.01 knowledge of comparing and
2. 3.05 3.5 ordering decimals.
3. 1.3 1.30
Encourage students to answer it
4. 0.28 0.32 orally and ask them to read the
5. 0.17 0.017 given decimals so that they may
6. 0.31 0.310 recall the proper way of reading
7. 3.2 3.20 decimals.
8. 5.04 5.42
9. 27.18 2.718
10. 0.38 0.380

Guide Questions:
1. How do you know which of the two decimal numbers is bigger or smaller?
2. What rule have you applied to identify which decimal is bigger or smaller?
This can be done using the
Think-Pair-Share strategy
B. Arrange the decimals from smallest to largest.
where students can work and
1. 0.688 0.86 0.68 0.88 0.66
share ideas.

This section is a review before

the discussion of the rounding of
numbers to whole number and
2. 3.22 2.33 1.232 1.323 3.232
nearest tenth.

*Add more items if needed.

The teacher will let the students
answer it orally and discuss it
Guide Questions:
more for them to remember the
1. How do you arrange the decimal numbers given in ascending or
rules in ordering and comparing
descending order?
decimals.

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2. Feedback (Optional) Let the students to express

Integrate it to values on comparing. Ask the students if it is alright to be their thoughts regarding
compared with others? comparing them with others.
Expound it using the concept of
uniqueness.

B. Establishing 1. Lesson Purpose

Lesson Purpose Check whether the learners fully understood the process they did to answer
the activity on the Review part. Let the students answer the following
questions.
1. Did the students answered the activity easily?
2. Did the students apply the rules in comparing and ordering decimals?
3. Can they state the rules in ordering and comparing decimals? In learning to round decimals,
always start with number lines
Then ask the learners questions about the application of rounding decimals to to get to the rule. Help learners
the nearest whole number and decimal. recall the number line.
1. In what aspect of their daily life they can apply rounding of decimals?
2. How useful it is? The teacher should emphasize
the rules in comparing and
ordering decimals. Let the
2. Unlocking Content Vocabulary students share their thoughts
Rounding decimals – involves making a decimal simpler by shortening it to and experience how they apply
a given number of decimal places. Rounding decimals is a type of estimation rounding of decimals in their
used to make calculations easier. daily life.

C. Developing and 1. Explicitation On this part the teacher will

Deepening Suppose Alexa walked a distance of 12.45 meters from their home to her school. start the introduction of the
Understanding How far did Alexa walk if you rounded 12.45 to whole number? lesson.

The teacher will prepare

pictures of number line, the
house and the school. This may
help learners visualize actual
scenario in the problem

Images source: house clipart black and white - Search Images

(bing.com) School Silhouette Clip Art - Search Images
(bing.com)
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Since 12.45 is 4 units nearer to 12 rather than 13, the distance Alexa walked The teacher should emphasize
from their house to the school is approximately 12 meters. the following notable mistakes in
rounding off decimals.
When rounding off a decimal number to the nearest whole number, you are 1. Decreasing the value of the
trying to find out which whole number the given number is closest to. rounding digit when
rounding down.

For example: 3.624 to the

nearest to the nearest tenth.
The 2 tells us to round down, so
the rounding number stays the
same, it does not go down.
3.5 (Wrong) 3.6 (Correct)

2. Mistaken with the place

In order to round decimals to the nearest whole number: value.
a. Find the rounding place.
b. Look at the digit immediately to the right of the rounding place. The teacher should emphasize to
the student the decimal value to
c. When the digit is 5 or greater, add 1 to the rounding digit. When it is
avoid confusion when rounding
less than 5 leave the rounding digit alone.
numbers.
d. Drop all the digits to the right of the rounded digit.
e. Write the rounded number.

How to round a number to nearest tenth? 3. Incorrectly rounding 9 when 9

To round a number to the nearest tenth: is in the rounding place. Give
a. Look at the hundredths digit (the digit after the tenths digit). additional example having 9 in
the rounding digit.
b. If it is less than 5 then round the number down by removing the decimal
part of the number after the tenths.
Teacher should explain
c. If it is greater than or equal to 5 round the number up by adding one on
thoroughly the examples for the
to the tenths digit and removing the rest of the decimal part of the
learners to fully understand the
number.
lesson.
d. Write the rounded number.

When rounding a number to the nearest tenth, you are trying to find out which Clearly state some minor
tenth of a number your number is closet to. mistakes which are common to
them.

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DAY 2 Add more examples if necessary.

2. Worked Example Before proceeding to the worked
Example 1. Round 1.61 to the nearest tenth. examples, let the learners recall
1.61 6 is the rounding place. the rules in rounding decimals.
1 is to the right of the rounding digit, it is less than 5. Leave
1.6 the rounding digit the same. For this activity, let the students
answer the different activities
and a follow up discussion
Example 2. Round 78.67 to the nearest whole number. should be done by the teachers
78.67 8 is the rounding place. for them to understand it more.
6 is to the right of the rounding digit, it is greater than 5. Analyze and correct carefully the
79 Add 1 to the rounding digit. common errors committed by
learners in answering.

Example 3. Round off the following to the nearest whole number and tenths. The teacher can do this
Nearest Whole Number Nearest Tenths individually or by group.
For the groupings let them
1. 2.85 3 2.9 discuss how they come up with
2. 26.17 26 26.2 the answer? What are the rules
3. 3.478 3 3.5 they applied?
4. 3.67 4 3.7
5. 7.26 7 7.3
6. 37.22 37 37.2
7. 10.29 10 10.3
8. 56.43 56 56.4
9. 63.56 64 63.6 In the first activity, the students
10. 90. 89 91 90.9 may compare their answer with
their partner and they will share
ideas through Think-Pair-Share.

3. Lesson Activity On this activity the students will

Activity 1: Match Me! (20 minutes) fill up the missing decimals on
See Worksheet Activity 1 the number line and after that
Draw an arrow to match each number when it is round off to the nearest tenths. they will round it off to nearest
whole number.

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1.
3.10

Round off: 3

The teacher can give example

before the students answer the
activity.

Answers for Activity 1:

1. 7. 9 - 8
2. 6.75 – 6
3. 8.75 – 9
4. 1.87 – 2
5. 5.35 – 5
6. 3.85 – 4
7. 6.49 – 6
8. 9.89 – 10
Activity 2: Complete me! (30 minutes) 9. 0.95 – 1
A. Round the following to the nearest whole number. 10. 3.42 - 3
1. 9.2 6. 8.2

2. 0.8 7. 11.3 In this activity, clues where

given to identify the number in
3. 14.6 8. 25.07 which the students will choose
from the six-given number in
4. 36.45 9. 72.89 the box. Remind the students
that they choose only one
5. 95.89 10. 0.726 answer that will satisfy all the
given clues/hints.
B. Complete the boxes below with tenths, and round if off to the nearest
Answers for Activity 2A:
whole number.
1. 9
1.
2. 1
3. 15
4. 36
5. 96

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2. 6. 8
7. 11
8. 25
9. 73
10.1

3.
Answers for Activity 2B:
1. 3.10; 3
2. 4.60; 5
3. 26.20; 26
4. 10.20; 10
4. 5. 16.50; 17

5.

Answers for Activity 3:

Activity 3: Who am I? (30 minutes)
1. 0.65
Use the clues to find the correct answer from the six possibilities.
2. 8.24
3. 15.32
4. 16.78

0.57 0.49 0.72

0.65 0.54 1.02

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8.37 8.24 9.7

9.68 9.24 10.6

14.53 12.78 13.71

11.36 14.26 15.32

14.62 12.32 16.78

18.46 18.62 20.10

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D. Making DAY 4
Generalizations 1. Learners’ Takeaways The teacher will facilitate the
Ask the students to write what are they have learned about the lesson. Let them sharing of the students in the
write it in their reflection notes and ask one to two students to share in the class and give additional
class. information or clarification on
what is been said by the
2. Reflection on Learning students.
Let the student prepare their reflection journal. Let them reflect on their
experience doing the rounding off decimals to the nearest whole number and
tenths. Where they can apply the knowledge they have about rounding off? Is
this helpful in their daily lives?

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

A. Evaluating 1. Formative Assessment

Learning A. Encircle the letter of the best answer.

1. What is 5.35 rounded to the nearest tenths?

A. 5 B. 5.3 C. 5.4 D. 6

2. What is 59.54 rounded to the nearest whole number?

A. 59 B. 59.5 C. 59.6 D. 60

3. What number when rounded to the nearest whole number become 83?
82.4 B. 82.54 C. 83.55 D. 83.54
A.
4. What is 5.84 rounded to the nearest tenths?
A. 5.8 B. 5.9 C. 5 D. 6

5. What number when rounded to the nearest tenths will become 45.8?
A. 45.64 B. 45.73 C. 45.81 D. 45.85

6. Shane walked 2.53 meters in going to the church. If you rounded to the
nearest whole number, how far did Shane walk?
A. 2 B. 3 C. 4 D. 5

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7. Alexa worked for 8.75 hours a day. What is 8.75 to the nearest whole
number?
A. 8 B. 8.7 C. 8.8 D. 9

8. What number when rounded to the nearest whole number become 75?
A. 74.40 B. 74. 54 C. 73.25 D. 73.45

9. What is 68.28 rounded to the nearest tenths?

A. 68.1 B. 68.2 C. 68.3 D. 68

10. What is 248.44 rounded to the nearest whole number?

A. 248 B. 249 C. 244 D. 258

B. Complete the table by rounding the numbers to the nearest whole number and tenths.
Nearest Whole Number Nearest Tenths
1. 0. 84
2. 8.75
3. 15.08
4. 14.89
5. 78.6
6. 72.45
7. 88.95
8. 119. 56
9. 235.64
10. 324.44

2. Homework (Optional)
Read and analyze the given problem. Write your answer on a separate sheet of
paper. Show your complete solution.
1. What number is between 9 and 10 that when round off to the nearest
tenths stay the same.The ones digit and tenths digit is both odd number.
2. What is the largest decimal number with two decimal places which
becomes 8 when rounded to the nearest whole number?

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Note observations on any of Problems The teacher may take note of some
Effective Practices
the following areas: Encountered 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 to

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

others

Re Teacher’s reflection in every lesson

conducted/facilitated is essential
 principles behind the teaching and necessary to improve
What principles and beliefs informed my lesson? Why practice. You may also consider
did I teach the lesson the way I did? this as an input for the
LAC/Collab sessions.
 students
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?

Prepared by:

ANN JANETTE C. PASCUA

Grade 4 Adviser

Noted

DR. KRISTINE JOY P. GUARINO

Principal I
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