MATATAG Kto10 School: Grade Level: 4

Kurikulum Teacher’s Name: DepEd Click Learning Area: MATH

Lingguhang Aralin Date: NOVEMBER 11-15, 2024 Quarter & Q2 / WEEK 7
Week:

MATHEMATICS / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
Addition and subtraction of similar fractions, including mixed numbers.
Standards

B. Performance
Perform addition and subtraction of similar fractions, including mixed numbers.
Standards

C. Learning Learning Competency

Competencies 1. Determine the basic concepts of fractions.
and Objectives 2. Differentiate a proper fraction from an improper fraction and mixed numbers.
3. Identify a given fraction as proper fraction, an improper fraction, and a mixed number.
4. Change improper fractions into mixed numbers, and vice versa.
5. Plot fraction with denominators 2, 4, 5, and 10 on the number line.

C. Content Fractions
a. Basic Concepts of Fractions
b. Kinds of Fractions
c. Fractions on a Number Line
d. Changing Improper Fractions to Mixed Numbers and vice versa

D. Integration Values of sharing and fairness

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II. LEARNING RESOURCES

CUEMATH. (2013). Retrieved from https://www.cuemath.com/numbers/fractions-on-number-line/

Jalon, H. F. et. al. (2019). Phoenix Math for the 21st Century Learners. Phoenix Publishing House, Inc., Quezon City
Misa, E. L. (2019). The World of Mathematics and Beyond. Brilliant Creations Publishing, Inc., Quezon City
Yn, G. U. (2017). Our World of Math. Vibal Group, Inc., Quezon City

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Teachers may present other

Knowledge 1. Short Review figures.
Study the pictures below. Which figure or diagram represent the fraction 3 ?
4
Learners will recall their
knowledge about fractions.
(Fraction as part - to- whole
(a) concept. Fraction as quotient
concept. Fractions on a number
line)

(b) (c) They can also draw on the board

their own examples of fractions.
Do brainstorming and lead the learners to the recollection of fraction concept.
Learners may observe in their
Ask the learners why (c) is not a correct representation of 3 Ask the learners to
.
4 surroundings (classroom) and
give example of a fraction and ask them to represent the fraction with a diagram. may look for some
representations of fractions.
2. Feedback (Optional)

2
B. Establishing 1. Lesson Purpose The given problem (in Lesson
Lesson Purpose Father bought a pizza for his 5 children. He divided the pizza into 8 equal parts. proper) should be used to lead
What part of the pizza was left if he served 5 to his family? the learners to the meaning of
8 fraction as part of a whole and
the key terms related to fraction
2. Unlocking Content Area Vocabulary like numerator and denominator.
5
The teacher may ask the learners if they can still recall the definition of Fraction.

8
Use the example given: The teacher may do the following
to guide the learners:
a) Ask the learner to draw the
figure to represent the pizza
on the board.
b) Then ask a student to shade
A fraction is used to represent a part of a whole. 5
8
of the pizza.
It is written as two numbers separated by a fraction line.
The number above the line is called the numerator, and the number below the
line is called the denominator.

3
 c) Ask the learner what
fraction represents the

part of the pizza. (Answer: 3 )

unshaded

After the value integration, the teacher will lead the learners to the kinds of 8
fractions. d) Then guide the learners on
the meaning of fraction as a
part of a whole, the meaning
of numerator and
denominator.
e) From the given problem, the
teacher may ask the learners
what good values may be
associated with the concept
of fraction.
f) The teacher may cite other
examples of real-life
situations wherein fraction
and the value of sharing are
applied.

4
C. Developing and SUB-TOPIC 1: Kinds of Fractions
Deepening 1. Explicitation
6
Understanding Ask the learners to make comparisons between the numerators and the
2 7 1 4
5 9 8 7 13
denominators.

Lead the learners to the following ideas:

The numerator is smaller than the denominator.
The value of each fraction is less than one but greater than zero.
These are called proper fractions.

7
Ask the learners to make comparisons between the numerators and the
10 9 13 11 21
3 6 5 11 8 7
denominators.

The numerator is greater than or equal to the denominator.

The value of each fraction is greater than one or equal to one.
These are called improper fractions.

5
 3 1 6 2 5
1 12 5 8 7
4 9 11 5 7
Observe the following fractions:

The fractions are combinations of a whole number and a proper fraction.

The teacher will give other
These are called mixed numbers.
examples of fractions.
2. Worked Example
The teacher will ask the learners to give their own examples of:

3. Lesson Activity
7
6. 10
A. Identify the following fraction as proper, improper or mixed Answers:
1. 3 A.
8 10
14 5
1. Proper Fraction
6 1 13
2. 7.
3. 7
2. Improper Fraction
22
11 8
8. 3. Mixed Number
15 14
4. Improper Fraction
8 14
4. 9. 5. Proper Fraction
1
10.18 2 6. Mixed Number
60 7
5.
7. Proper Fraction
8. Improper Fraction
B. Given the following fractions in the rectangle, encircle all proper fractions,
9. Improper Fraction
box all improper fractions and underline all mixed numbers.
10. Mixed

Number B.

6
 PROPER IMPROPER MIXED NUMBER
FRACTION FRACTION

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DAY 2
SUB-TOPIC 2: Fractions on Number Line
1. Explicitation
3
4
Opener: Fractions may be represented in different ways. The fraction can be The teacher will give other
examples. (Board work)
represented in different ways as shown on the table below.

Another visual way to understand and compare the values of different

fractions is through the use of a number line. A number line is a straight line
with numbers marked at equally spaced intervals.

2. Worked Example
How to represent fractions on a number line?
In facilitating worked example,
Step 1: Draw a horizontal line.
teachers are advised to guide the
Step 2: Locate 0 and 1 on the number line (horizontal line).
learners in understanding the
Step 3: Divide the distance between 0 and 1 into two equal lengths. The
concepts and processes involve
number of equal parts should match the denominator of the fraction you
in each example.
want to represent.
Example 1: Represent 1 on the number line.
2 Active participation of the
Step 1. Draw a horizontal line and locate 0 and 1 as shown below. learners must be observed. Peer
groupings maybe implemented to
allow class interaction with the
1 guidance of the teacher.
2
Step 2. To locate , divide the

8
9
Example 2: Represent 1 on the number line.
4
For worked example 1: It must
be cleared to the learners that
the fraction 1 on the number line
Step 1. Draw a horizonal line and locate 0 and 1 as shown below.
2
is the distance between 0 and
the marking labeled as 1, thus
1 2
4 two of these 1 will give the next
Step 2. To locate , divide the
2
distance between 0 and 1 into four
marking, which is 1, or the
equal parts. distance between 0 and 1.
Example 3: Represent 1 on the number line.
5 For worked Example 2: It must
Step 1. Draw a horizontal line and locate 0 and 1 as shown below. be cleared to the learners that
the fraction 1 on the number line
4
is the distance between 0 and
the marking labeled as 1 , thus
1
, divide 4
5
Step 2. To locate
1
4
two of these will give the next
the distance between 0 and
marking, which is 1.
2
1 into five equal parts.

For worked example 3.

Example 4. Write the missing fraction on the number line. Note: It must be cleared to the
learners that the fraction 1 on
5
the number line is the distance
between 0 and the marking
2
, 5 or 11 , 6 or 1 2 labeled as 1, thus two of these 1
4 4 4 4 4 5 5
Answer:
is equal to two-fifths, 2.
5

Example 5. Show the following fractions on a number line. For worked example 4:
a. 5
10
To help the learners, discuss the
relationship of each distance and
3
the markings. The learners must
b. 1 recognize the location or the
distance that is equal to 1 and 2.

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3. Lesson Activity For worked example 5:
2
A. Represent the following fractions on a number line. Brainstorming/discussion on
1. 2 5. 6
10 1 5 7
3.1 how to represent the given
2. 3 3 fractions with the learners is
3 8
4.
highly encourage.
B. Locate the following fractions by writing the letter on the number line below
that corresponds to each fraction. The teacher will give more
A. 7 B. 1 C. 3
10 10 10
examples when needed. (Board
work)

Answers:
1. 2/10
DAY 3-4
SUB-TOPIC 3: Changing Improper Fractions to Mixed Numbers and vice versa
2. 3 1/3
1. Explicitation
Opener: Mirabel wants to bake a cake for Teachers’ Day. She needs 7 cups of all-
2
7
2
purpose flour. However, she finds it difficult to measure cups using her 3. 1 2/5
available baking tools. How can you help Mirabel in preparing the all—purpose
flour? 4. 3/8
The teacher may ask the learners of the possible solutions. Then, the teacher
will lead the discussion to the lesson for the day. 5. 6/7
2. Worked Example
7
2
We can help Mirabel by changing which is an improper fraction to a mixed B.
number.
7
2
Example 1: Express in mixed number form.
1
2
If each cup of purpose flour is represented by the fraction strip below,
For worked example 1:
𝟏
𝟐
= cup of purpose flour If the meaning of fraction as an
operation (division), was not
7
2
How many copies of this will be needed to complete cups? discussed with the learners,
allow few minutes for the
Answer: seven cups
discussion of it. It is important,
so the learners can connect with

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Rearranging these fractions bars will lead to this fraction strips.

1
2
What mixed number corresponds to this set of fraction strips? Answer: 3
7
cups of all-purpose flour are equivalent to 3 1 cups of flour.
2 2
So,

Let the learners understand the relationship presented above.

That 7 is equivalent to 3 1
2 2
7
2
Then, bring the learners to the division concept of fraction, that is
halves) may be treated as 7 ÷ 2.
(seven-

Ask the learners to divide 7 by 2.

Then let them see the mixed
number 3 1 in the answer.
2

Lead the learners to making conclusion on how to change improper fraction to

mixed number.
To write an improper fraction as a mixed number, divide the numerator
by the denominator. The quotient is the whole number, the remainder
becomes the new numerator, and the denominator remains the same.

Meanwhile, we can also change mixed number to an improper fraction.

1
Example 2: Write 4 2 as an improper fraction.
1
Ask the learners to represent 4 using fraction strips.
2

14
 9
2
Then, ask: How many halves are there? (Answer: 9 halves, in symbol: )
𝟏
So, 𝟒 = 𝟗
, guide the learners to see the connection of the mixed number
𝟐 𝟐
and
the improper fraction. They must realize that when 4 and 2 are multiplied and
the product is added to 1, they will get 9. The denominator is just the same.
5
Example 3: Write 6
7
as an improper fraction. (Tell the learners to use the method
observed in example 2).
Solution:

The teacher may give more

47 5
= is the improper fraction form of 6
examples when needed.
7 7

Then lead the learners to the rule on changing mixed number to improper For Lesson Activity:
fraction. Board work:
To write a mixed number as an improper fraction, multiply the The teacher may ask a learner to
denominator and the whole number, then add the product to the solve on the board, while other
numerator. The denominator remains the same. learners will solve on their seats
and compare their answers.

Answers:
3. Lesson Activity A.
5 8
1. 2 3. 10
A. Convert the following mixed numbers to improper fractions. 1. 19/7
71 72
2. 16/5
2. 3 4. 13 3. 78/7
5 5 4. 67/5

1
1. 10
B. Convert the following improper fractions to mixed numbers. B.
31
3 23
2. 4
1.
22
5 5
3. 10
2.
40 2
4 4. 10
4. 6
3.
62
6 5. 17
15
 51
5.
3

D. Making 1. Learners’ Takeaways

Generalizations The teacher will ask the learners
of the important lessons they’ve
learned.

Teacher will explain and

emphasize values gained in the
lesson by citing examples.

2. Reflection on Learning
The teacher may ask the following questions to the learners:
1. Is it important to learn fraction?
2. As a student, friend and a child, how can you apply fractions in your
everyday lives?
3. What values can we learn in studying fraction?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating DAY 5 Answers:
Learning 1. Formative Assessment A.
1
6. 2
A. Identify the following as proper, improper and mixed. 1. improper
1. 6
6 4 6
2. 5
2. mixed number
13
7. 3. proper
12 81
4. proper fraction
15 8. 5 8
9. 21
3. 5. improper
5
17 9
4. 6. mixed number
26 80 7. improper
3 100
5. 10.
8. improper
9. mixed number
B. Plot the following fractions on a number line.
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 2 2 6 1
5. 1 5
5 4 10 5 10
1. 2. 3. 4. 10. proper

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C. Change the following improper fraction to mixed number. B.
2
1. 7 3. 32 5. 40
6 5 3 5
1.
26 17
2. 6 4. 3 2
4
2.

6
5 2 1 10
1. 5 3. 12 5. 32
D. Change the following mixed number to improper fraction. 3.
8
1
3
6
4 1
2. 11 4. 20
5
4.
6 7

5
10
5. 1

C.
1. 11
6
2. 4 2
6
3. 6 2
5
4. 5
2

3
5. 13 1
3

D.
1. 45/8
2. 67/6
3. 38/3
4. 146/7
5. 129/4

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B. Teacher’s Note observations on any The teacher may take note of
Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored
encountered after utilizing the
different strategies, materials
materials used used, learner engagement, and
other related stuff.
learner engagement/
interaction Teachers may also suggest ways
to improve the different activities
others explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

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

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