A DETAILED LESSON PLAN IN MATHEMATICS 4

I. OBJECTIVES
At the end of the lesson, the Grade 4 learners are expected to:
A. Identify the steps in adding three-digit and four-digit numbers without
regrouping;
B. Accurately solve at least five addition problems involving three or four-
digit numbers without regrouping through board work; and
C. Show confidence and enthusiasm when participating in addition
activities and solving problems during group work.

With at least 80% mastery

II. SUBJECT MATTER

A. Topic: Adding without Regrouping
B. References:

1. Carmelita C. Coronel [Link] (2014)

MATHEMATICS for a Better Life
SD Publications, Inc.

2. MATHBILANG with Sir Noi

Add and Subtract numbers with and without regrouping Grade 4: Q1-
Lesson 13 MATATAG Curriculum
Retrieved from: [Link]
Eghqb6ZCXaAzk1k

3. Bagsit, Japhet
Adding Numbers Without Regrouping (2021)
Retrieved from:
[Link]
Numbers-Without-Regrouping

C. Materials

1. Multimedia
2. Flashcards
3. Charts

III. PROCEDURES
 TEACHER’S ACTIVITY LEARNERS’ ACTIVITY

A. PRELIMINARIES

a. Prayer

Let us all stand up first and pray altogether.

In the name of the Father, and the Son, and of

the Holy Spirit, Amen. Angel of God, my
guardian dear, to whom God's love commits me
here, ever this day, be at my side, to light and
guard, Rule and guide. Amen.
In the name of the Father and of the Son and of
the Holy Spirit, Amen. In the name of the Father, and the Son,
and of the Holy Spirit, Amen. Angel of
God, my guardian dear, to whom God's
love commits me here, ever this day, be
at my side, to light and guard, Rule and
guide. Amen.
In the name of the Father and of the Son
and of the Holy Spirit, Amen.

b. Greetings

Good morning, class! Good morning, Teacher.

Why does it seem like I can't see or hear your

energy, kids?

Again.

Good morning, class! Good morning, Teacher!

That’s what I like. Have you eaten your

breakfast? Yes, Teacher.

Okay. Let’s sing and dance first so that all of

your senses will wake up.

Are you familiar with the song, “Alive, Alert,

Awake, Enthusiastic?” Yes, Teacher.

Great. Let’s stand up and sing altogether. I’m alive, alert, awake, enthusiastic
I’m alive, alert, awake, enthusiastic
I’m alive, alert, awake
 I’m awake, alert, alive
I’m alive, alert, awake, enthusiastic

Good job everyone. You all sang and danced

really well.

You may now take your seats. Thank you, Teacher.

c. Checking of Attendance

I will check your attendance first.

Very good! No one is absent today.

It’s a good thing, because we’re about to discuss

a new lesson.

d. Passing of Assignment

Now, did you do your assignment? Yes, Teacher.

Please pass your assignments here in front.

e. Review

Can anyone remember the last topic we

discussed last meeting?

Yes, Shene? Last time, we talked about Rounding Off

Numbers Using Millions and Billions
through the Nearest Ten Thousands,
Teacher.
That’s right, Shene. We are done discussing
rounding off numbers using millions and
billions through the nearest ten thousands.

Okay, if you still remember how to round off

millions and billions to the nearest ten
thousands, let’s try to round off this number:

23,456,789 23,460,000

How about this number

3,456,789,123 3,456,790,000

Very good, class. Since you already know how

to round off numbers, today we are going to
explore new math discussion. Are you ready for
the new lesson and activities today?
Yes, Teacher!

B. MOTIVATION

All right. Let’s play a quick game called 'High

Five Math!'

I’ll pair you up with your seatmate, and each of

you will hold up a number of fingers. Your task
is to add the total number of fingers between
you and your partner as fast as you can. I will
call all pairs to stand up, hold up fingers, and
each pair should say the total fingers as quickly
as possible.

Am I clearly understood?
Yes, Teacher.

(plays the game)

Great job adding small numbers! Now, let’s
level up and learn how to add bigger numbers
without regrouping.

C. LESSON PROPER
a. ACTIVITY

Today, we are going to learn how to add

3 or more-digit number with
regrouping.

I have here a number problem. Let’s try

solve the first problem together.

Problem:
In a library, there are 235 books on the
first shelf and 142 books on the second
shelf. How many books are there in total
on both shelves?

Now, let us write down the numbers in

the problem.

How many books are there in the first

shelf? Rubenita?
Very good, there are 235 books on the 235 books, Teacher.
first shelf and on the second shelf?
Jenny? On the second shelf there are 142
books.
Good job, we are going to write the
numbers like this;

235
+ 142

Anyone who wants to answer? Yes,

Angela? 235
+ 142
Very good, Angela. Go back to your seat, 377
thank you. Let’s give Angela three claps,
class.
(claps three times)
Now, I will divide you into small groups,
and each group will solve one problem
from the list. Write your answers on the
provided worksheet. You will have 5
minutes.

b. ANALYSIS

Class, can you recall what is addition?

Okay, Jembert?
Addition is a process of combining
numbers together. Addition is also
known with the + sign.

Very good, class. Let’s go back to our

problem.

How many books are there in the first

shelf?
235 books, Teacher.
Correct. And how many books in the
second shelf?
142 books, Teacher
That’s right. Now what do you think is
our math sentence?

Yes, Junlyn?
235 + 142
Very good, Junlyn.

Can anyone tell me how did Junlyn come

up with this mathematical sentence?

Yes, Grace.
Since the problem is asking for the total
number of books in the shelves we are
going to use addition using the plus (+)
sign.
Very good. We now know that there are
235 books on the first shelf and 142
books on the second shelf. Let’s solve
the problem step by step. Watch closely,
okay?

235
+ 142

Let’s start with the ones column.

In the ones column, we have 5 + 2.
What is 5 + 2?
7!
Good! Write 7 in the ones column.

235
+ 142
7

Now, let’s proceed to the tens column.

In the tens column, we have 3 + 4.
What is 3 + 4?
7!
Excellent! Write 7 in the tens column.

235
+142
77

Finally, the hundreds column.

In the hundreds column, we have 2 + 1.
What is 2 + 1?
3!
Perfect! Write 3 in the hundreds column.

235
+ 142
377

So, the total number of books on both

shelves is 377 books.

Class, Addition without regrouping

means we add the numbers in each
column (ones, tens, hundreds, etc.)
without the need to "carry over" to the
next column because the sum in any
column does not exceed 9.

For example, in the problem:

235
+ 142
377

Each column is added directly, starting

from the rightmost digit, without
needing to carry over values to the next
place value.

Class, always remember that When

adding without regrouping. Always align
the numbers by place value, ones, tens,
hundreds, thousands and so on. Also
always start adding from the rightmost
column which is the ones column.

Am I making myself clear?

Yes, Teacher.

How about this problem.

Problem:
A charity event collected 1,234 toys in
the morning and 3,421 toys in the
afternoon. How many toys did they
collect in total during the event?

To compute the total of toys collected we

have to add the toys collected in the
morning and in the afternoon.

How many toys did they collected in the

morning and in the afternoon? In the morning they collected
Fraya? 1,234 toys and 3,421 toys in the
 afternoon.

Now, what is the mathematical sentence 1,234 + 3,421

of this problem? Edesa?

Great job, since the total number of toys

is asked in the problem we are going to
add the number of toys collected in the
morning and in the afternoon.

Again what is the first step in addition? Align the numbers by place,
Rubenita? Teacher.

Okay, so that’s

1234
+3421
1234
+3421
Who wants to answer? Yes, Arnita? 4655

Great job, Arnita.

Yes, teacher.
Now is my discussion understood?

Are the steps and rules of addition Yes, teacher.

without regrouping understood?

c. APPLICATION

Alright, class! Today, we’re playing a fun

game called Solve and Search! Here’s
how it works: Around the room, I’ve set
up different math problem stations.
Each one has a problem for you to solve.
You’ll team up with your seatmate to
work as a pair. Bring one paper to write
your answers and something to write
with. When I say 'Go,' you and your
partner will stand up and move around
the room to find a station. Solve the
problem together and write your
answer. Once you have your answer,
come to me at the checkpoint to have it
checked. If it’s correct, I’ll give you a
stamp or point, and you can go find the
next problem. If it’s not correct, don’t
worry, you can try again or move to
another station.

The pair with the most points at the end

will be our Math Champions!
Are you ready? Grab your paper and (plays the game)
pencil, stand up, and let’s start the game!

d. ABSTRACTION/ GENERALIZATION

Class, how do you know when adding

two numbers won’t require regrouping?
Teacher, we now know we don’t
Yes, Arnita? need to regroup when the
numbers you add in each place
value don’t make 10 or more.

For example, when you add 23 +

Can you give a simple example, Edesa? 14, 3 + 4 equals 7, and 2 + 1
equals 3—both are less than 10,
so no regrouping is needed,
Teacher.

Very good, Edesa.

Why is it important to check your work

after solving an addition problem?
For me teacher, it’s important to
Okay, Junlyn? check our work because it helps
us in making sure we didn’t make
any mistakes. Sometimes you can
add too fast and get the wrong
answer, but checking helps you
fix it and get the right one.

That’s correct, Junlyn. You need to do

rechecking so that you will avoid
mistakes.

Now, how can working with your group

help you solve addition problems more
confidently?

How about you, Jembert? Working with my group helps me

feel more confident because we
can talk about the problem and
help each other if someone
doesn’t understand. We can also
double-check our answers
together to make sure we’re all
correct, Teacher.

Very good, class. I am really happy to

hear your responses and how
participative of you. You really grasp the
discussion today.

e. ASSESSMENT/ EVALUATION

Now, let’s try solving some addition

problems independently. I’ll write five
problems on the board, and I want you
to solve them in a clean sheet of paper. I
will only give you 5 minutes to answer,
you may now start.

Problems:
1. The school library has 1,234 Given: 1, 234 storybooks and 2, 341
storybooks and 2,341 reference reference books.
books. How many books are there in
total? Mathematical sentence:

1234
+2341
3, 575 books

2. A fundraiser collected 3,215 pesos in Given: 3,215 pesos in the morning and
the morning and 1,432 pesos in the 1,432 in the afternoon.
afternoon. How much money did
they collect in total? Mathematical sentence:

3, 215
+1,432
4, 647 pesos

3. A delivery truck carried 1,543 Given: 1,543 kilograms of rice in first

kilograms of rice in its first trip and trip and 2,412 in the second trip.
 2,412 kilograms in its second trip.
How many kilograms of rice did the Mathematical sentence:
truck deliver in total?
1, 543
+2,412
3, 955 kg of rice

4. Samantha has 1,245 stickers in her Given: 1, 245 stickers and 2,312 more
collection. Her friend, Mia, gave her stickers.
2,312 more stickers as a gift. How
many stickers does Samantha have in Mathematical sentence:
total now?
1, 245
+2,312
3, 557 stickers

5. A farmer harvested 435 mangoes Given: 435 mangoes from one tree and
from one tree and 231 mangoes from 23 mangoes from another tree.
another tree. How many mangoes
did the farmer harvest in total? Mathematical sentence:

435
+231
666 mangoes

Okay, times up, pass your paper here

in front finish or not.

IV. ASSIGNMENT

Now, class, kindly get your notebook and

copy your assignment. Make sure to write it
neatly so you can review it later at home.

Directions: Solve the problems by adding

the numbers vertically, starting from the
ones place, and write the final answers
clearly in your notebook.

1. A factory produced 1,324 toys in the

first week and 2,113 toys in the second
week. How many toys did the factory
produce in total?
2. A group of volunteers cleaned 435 parks
 in one month and 231 parks the next
month. How many parks did they clean
in total?

Are you done copying, everyone?

Yes, Teacher.

Alright then. Before you go out, please arrange

your chairs and pick up pieces of paper or
trash.
Okay, see you in our next discussion, class.
Goodbye!

Goodbye and thank you, Teacher.