MATATAG Kto10 School: SALINAS ES Grade Level: 4
Weekly Lesson Teacher: MAGELYN P. HABITO Learning Area: MATH
Date: JAN. 29, 2026 Quarter: 4th
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have knowledge and understanding of presentation and interpretation of data in tabular form and in a single line
Standards graph.
B. Performance By the end of the quarter, the learners are able to present and interpret data in tabular form and in a single-line graph.
Standards
C. Learning Solve problems using data for at most two variables in a tabular form, or in a single line graph.
Competencie
s and
Objectives
D. Content Collecting, Presenting and Interpreting Data
E. Integration Entrepreneurship
II. LEARNING RESOURCES
816 Math Blog. (2011). Sarah’s graphing Post. Blogger. [Link] MATH Worksheets
4 Kids. (2024). Line Graph worksheets. [Link]
Pierce, R. (2022). Line graphs. Math is Fun. [Link]
Solve problems using data for at most two variables in a tabular form, or in a single line graph. - Google Search
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior 1. Short Review Activity 1: Name It!
Knowledge From our discussion yesterday about the number of visitors to the Zoo, let us answer the following questions.
1. How many visitors were there on Day 3? Answer: 400
2. How many more visitors were there on Day 5 than on Day 1? Answer: 600
3. How many fewer visitors were there on Day 6 than on Day 2? Answer: 100
4. How many days did the zoo have fewer than 500 visitors? Answer: 3 days
5. If the ticket per visitor costs ₱150, how much is the ticket sale on Day 1? Answer: ₱ 30,000
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2. Feedback (Optional)
B. Establishing Lesson 1. Lesson Purpose Activity 2: Analyze It!
Purpose
2. Unlocking Content Vocabulary
After accomplishing Activity 2, introduce the following mathematical concepts:
1. Data is a collection of facts and figures that can be in numerical or non- numerical form.
2. Data collection refers to the systematic process of gathering, measuring, and recording data. This may be done through
surveys, interviews, and observations.
3. A table is an arrangement of data, typically in rows and columns, that summarizes it in easy-to-understand format.
Line graph is used to display data that shows change over time as series of data points connected by a straight line segments.
C. Developing and 1. Explicitation
Deepening Introduce the steps in presenting data in tabular form. In presenting data in tabular form:
Understanding 1. Determine the needed number of columns and rows.
2. Label properly the first row of the table depending on the data collected (You may also use the first column for this).
3. Include a title that briefly describes that data presented.
2. Worked Example
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3. Lesson Activity
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D. Making 1. Learners’ Takeaways and Reflection on Learning
Generalizations Closing the Loop!
Instruction: Let the learners answer the following questions.
1. What are the key concepts of our lesson?
2. Which part of the lesson is the easiest for you? Why?
3. Which part of the lesson is the hardest for you? Why?
4. How are we as a class today?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating 1. Formative Assessment
Learning
Answer the following question using the line graph
[Link] which month did the student read the most books?
a. February
b. March
c. April
d. May
[Link] many books were read in total over five months?
a. 5
b. 10
c. 15
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d. 20
[Link] was the average number of books read per month?
a. 2
b. 4
c. 6
d. 8
[Link] the student reads 2 more books in June, how many books will be read in total?
a. 22
b. 23
c. 24
d. 25
[Link] will be the best title for the given line graph?
a. Number of books read in five months
b. Number of Months
c. Number of Books
d. Number of students
2. Homework (Optional)
B. Teacher’s Note observations on any of Effective Practices Problems Encountered
Remarks the following areas:
strategies explored
materials used
learner engagement/
interaction
others
C. Teacher’s Reflection guide or prompt can be on:
Reflection principles behind the teaching
What principles and beliefs informed my lesson? Why did I teach the lesson the way I did?
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?
