# MATHEMATICS IV

Date: ___________
I.

OBJECTIVE:
 Add mixed decimals with or without regrouping

II. LEARNING CONTENT:
Adding mixed decimal with or without regrouping
References:
BEC-PELC II B 2.1
Enfolding Mathematics IV
Materials:
different kinds of vegetables (real vegetables), bamboo sticks, tape measure, basket,
flashcards, drill boards, money, canteen sales, ruler
III. LEARNING EXPERIENCES:
A. Preparatory Activities:
1. Drill:
Wheel of Number
Give the sum of the combination of numbers orally.

2. Review:
Find the sum by adding diagonally and horizontally.
0.3
0.36
0.8
0.9
0.7
0.22
0.11
0.4
0.1
3. Motivation:
Mother wants to prepare "pinakbet" for lunch. Can you help her get or buy the vegetables
B. Developmental Activities:
1. Presentation:
How much will she pay?
Vegetable Stand
P15.00/kilo
eggplant
P22.S0/kilo
squash
P15.50/kilo
sayote
P10.S0/bundle
string beans
P12.00/kilo
carrots
P5.00/bundle
kangkong
2. Practice Exercises:
a. Every pair will be given a box which consists of coins and bills.

b. The pair should determine the amount of money in the box.
3. Generalization:
How will you add mixed decimals?
IV. EVALUATION:
Solve
1. 2.37 + 22.7 =
2. P26.50 + P41.21 + P2.27 =
3. Canteen sales slip (Teacher should prepare this sales slip)
a. If you have P20.00, what items can you buy from it?
b. Write the items and the price then solve.
V. ASSIGNMENT:
1. 2.72, 43.43
2. 26.28, 143.48
3. P738.75, P443.20, P10.00
4. Jose is 155cm tall last year. This year, he grew by 2.2cm. how tall is he now?
5. A butcher weighed two hogs. The first hog weighed 43.5kg and the second 39.3kg, what is the
total weight of the two hogs?
Remarks:
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MATHEMATICS IV
Date: ___________
I.

OBJECTIVE:
 Subtract mixed decimals through hundredths with or without regrouping

II. LEARNING CONTENT:
Subtracting mixed decimals through hundredths with or without regrouping
References:
BEC-PELC II B 2.2
Enfolding Mathematics IV
Materials:
flashcards, written exercises on a cartolina, picture
III. LEARNING EXPERIENCES:
A. Preparatory Activities:
1. Drill:
Subtract the following numbers (using flashcards)
42
63
87
91
- 21
- 40
- 11
- 50
2. Review:
Subtract of decimals with regrouping.
0.51
0.84
0.90
- 0.38
- 0.45
- 0.63

0.72
- 0.56

49
- 23

0.60
- 0.27

3. Motivation:
Show a glass of water. Talk about the importance of water. Ask pupils to give ways of
conserving and preserving our water resources. Show the picture of the water level gauge at
La Mesa Dam. Tell them what this is all about.
B. Developmental Activities:
1. Presentation:
a. Read and analyze this problem.
At the start of summer, the water level at La Mesa Dam stood at 1.3 meters. By the
end of summer, it dipped by 0.4m. What was the water level at the end of summer?
a. What are the given facts?
c. How will you find the answer?
2. Guided Practice:
Find the difference:
1. 4.4 – 2.3

2. 8.7 – 6.4

3. Generalization:
How do we subtract mixed decimals?
IV. EVALUATION:
Subtract the following:

3. 5.8 – 4.5

7.2
- 3.0

92.7
- 14.8

34.8
- 12.4

98.25
- 22.05

25.9
- 15.4

V. ASSIGNMENT:
Write the decimal numbers in column. Then find the difference.
1. 42.04 – 8.93 =
2. 5.71– 1.69 =
3. 14.61 – 0.53 =
4. 10.2 – 8.4 =
5. 72.04 – 12.63 =
Remarks:
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Then find the difference.MATHEMATICS IV Date: ___________ I. 42.75) B.25 boxes with books. Preparatory Activities: 1.00.75. money.1 Enfolding Mathematics IV Materials: flashcards. OBJECTIVE:  Solve word problems involving either addition or subtraction of decimals including money Value: Accuracy and cooperation II. Developmental Activities: 1. LEARNING EXPERIENCES: A.36 = 3.00 Eraser P 3. Drill: Copy to complete each table by adding and subtracting the decimals down and across. dice/cubes with numbers written on it. list of prices of school supplies. 5.04 – 8. References: BEC-PELC II B 3.69 = c. Notebook P13.75 P16. How did you get the answer? Lets find out if your answers are correct. 3. She filled another 3.5 boxes with crayons. Spent What did I add to P13 before solving the problem? 2.93 = b. Presentation: A notebook is on sale for P 13. LEARNING CONTENT: Solving word problems involving either addition or subtraction of decimals. Sally filled 2. a. 2. How many boxes did she fill? 3. Review: Write the decimal numbers in column.85 – 2. Generalization: How did you solve word problem involving either addition or subtraction of decimals? . Motivation: Can you buy 2 pencils with P5:00? (one pencil costs P1. How much will both cost. Practice Exercises: Read and solve: a.71– 1.75 – Amt. An eraser is on sale for P3. III.

How much does she spend weekly for her snacks and fare? V. The second time she ran.95 seconds. If each costs P32. it took her 11.45 for snacks and P150. How many meters does she need in all? 2. EVALUATION: Solve these problem 1. Father bought 6 shirts from one store and 3 more in another store. Maila spend P260.6 seconds. Daisy ran a 100-meter dash in 14. How many seconds less did she take the second time? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ .IV.5 meters of cloth for her sala set and 35. how much did she spend for them'? 2. ASSIGNMENT: 1.62 meters for window curtains. Gracia needs 15.50 for fare to school every week.

Members of the group will act out the problem (role playing) b. You may go to your own groupings now. John swam a distance of 0. how many yellow mangoes did she sell? Tell about the following: a. Practice Exercises: a.25. How much did she pay for these items? Answer the following:  Who bought the cartolina and colored paper?  Where do you think she will use these things? B.1 – 1.00and colored. subtraction 3. Daniel swam a distance of 0.4 Enfolding Mathematics IV activity cards. number of yellow mangoes b. Pupils will show how to solve the 3. OBJECTIVE:  Analyze 1-step word problems involving either addition or subtraction of decimals including money Value: Spending Money Wisely II. Presentation of Lesson: If you are to know how much Luz pay. How much farther did Daniel swim than John? . 350 and 175 mangoes c.1. Motivation: Luz bought a cartolina worth Pl0. Developmental Activities: 1.MATHEMATICS IV Date: ___________ I. Preparatory Activities: 1. LEARNING EXPERIENCES: A. III. colored paper. money ( real/play)  How much will Luz pay for the cartolina and colored paper? a.62km. If she sold 175 green mangoes. Group Activities: Acting Out Materials: Cartolina. paper worth P24. 2. LEARNING CONTENT: Analyze 1-step word problems involving either addition or subtraction of decimals including money References: Materials: BEC-PELC II B 3.4km. what will you do? We will work together in answering the problem by doing group work/activities. strips of cartolina with steps in analyzing word problems. Drill: Number pocket chart 2. Review: Aling Rosa sold 350 green mangoes and yellow mangoes.

Paro spends P260A5 for snacks and P150. how many kilos of chicken were left? a. Gracia needs 15. 1. solve for the answer IV.8kg of chicken in the refrigerator.- - What is asked? What are the given data? What operation will you use? 3. How many more meters are for the window curtains than for the sala set? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ .50 for fare to school every week. ASSIGNMENT: Read and analyze the problems below. What are given? V.62 meters for window curtains. EVALUATION: Analyze the problem below. Generalization: In analyzing 1-step word problems involving either addition or subtraction of decimals. How much does she spend weekly for her snacks and fare? 2. follow the following steps: a.9kg. Mother had 6. know what is asked b. determine the process to be used d.5 meters of cloth for her sala set and 35. What is asked? b. Follow the steps in analyzing word problems. 1. know the given facts c. write the mathematical sentence e. If she cooked 3.

00.50 and a bar of soap for P 19. He spent P'325 for repair and P 50. Caesar bought an old bicycle for P650. Later he sold it at P 1. analyze and solve the problems following the steps in problem solving. What are the processes to be used? 5.50. V. Vicky bought a kilo of rice for P21. What is the word clue? 4. How much did she spend in all? b. What is the mathematical sentence? 6. What is/are the given facts? 3. How much was his gain? Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . Read. Solve the problem and express the answer.750. ASSIGNMENT: Solve for the answer a. EVALUATION: Study the following menu in a canteen and answer the questions that follow.IV.75 for painting. 1.00. What is asked in the problem? 2.

set of small objects III. Motivation: Look at these fractions ¼ 5/6 4/8 Ask: Is the numerator greater than the denominator? B. Preparatory Activities: 1. Review: Fractional numbers Give the fraction for each. 2. Developmental Activities: 1. LEARNING EXPERIENCES: A. blocks. LEARNING CONTENT: Identifying proper fractions / improper fractions / mixed form from a given set of fractions including those with denominators of 10 and 100 References: BEC-PELC II C 1. Which is the numerator? Which is the denominator? 3.MATHEMATICS IV Date: ___________ I. Drill: Have the pupils give the fraction for the shaded part in each picture.1 Enfolding Mathematics Materials: fraction strips. Presentation: . OBJECTIVE:  Identify proper fractions / improper fractions / mixed form from a given set of fractions including those with denominators of 10 and 100 Value: Carefulness II.

1. 11/9 20/7 2/8 3. 6 ½ 3. 15/4 1/3 9/7 V. 2/5. 1 1/3 3. 3/5 11/4 9/100 2. Practice Exercises: Circle the proper fractions.What is half the distance between 0 and 1? What is another half added to 1? What is another half added to 3? 2. improper and mixed numbers differ from each other? IV. 3/10. 2 2. 15 3. improper or mixed number. 1. 5/2. Generalization: How do proper. ASSIGNMENT: Write whether each of the fractions below is a proper. 2/3. 4/1. 1. 6/15. 8 3 7 7 11 19 Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . box the improper fractions and cross the mixed forms. 1 6 5. 25/100. 1/8. 2/11 2. 8/3. 6 3 4. 1 7/9. EVALUATION: Copy the improper fractions in each set. 4/5.

4 parts d. Presentation: a. LEARNING EXPERIENCES: A. paper. ruler. drawings. small .1. 2 parts 2. pencil III. 6 parts c. large d. Review: Can you identify the following shapes? 2. medium and white c. number line. LEARNING CONTENT: Visualizing fractions including those with denominators of 10 and 100 References: Materials: BEC-PELC II C 1. Developmental Activities: 1. sets and number lines Value: Enjoyment in one’s work II. Preparatory Activities: 1. 7 parts e.1 . OBJECTIVE:  Identify fractions involving regions. 5 parts b.1. crayons.MATHEMATICS IV Date: ___________ I. small and black b. Motivation: Ask: What did we do to the shapes? What happened to the shapes? B.2 Enfolding Mathematics cut outs. Guided Practice: What fraction of all the balls are the following? a. scissors. Ask: into how many parts are the shapes divided? a. medium e.1.

5/12 4. 10/20 5. 3/10 2. Generalization: What is the fraction? How will you represent a fraction? IV. shade or encircle to show the fractional parts. EVALUATION: Color. V.3. 25/100 3. 5/15 Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . 1. ASSIGNMENT: Draw picture of the following fractions.

Review: Identify and write weather each of the following is a proper fraction.MATHEMATICS IV Date: ___________ I. Drill: conduct a drill on reading and writing fractions and mixed numbers. 4 ½. LEARNING CONTENT: Identifying similar and dissimilar fractions References: Materials: BEC-PELC II C 1. OBJECTIVE:  Identify similar and dissimilar fractions from a given set of fractions Value: Cooperation II. . 4/8. 3/5 5/5 8/4 2¼ 4/7 3. 2. improper fraction or a mixed number. 1/6. Presentation: Discuss the difference between similar and dissimilar fractions and give examples. 2/5.2 Enfolding Mathematics diagrapms III. 2 3/7 2. Preparatory Activities: 1. Guided Practice: Encircle the similar fractions and box the dissimilar fractions in each set. Developmental Activities: 1. a. LEARNING EXPERIENCES: A. Have them read following. Motivation: Daisy was asked to draw these different shapes on the black board How many shapes did daisy draw? B.

V. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . EVALUATION: Put a check mark on the blank if the set of fractions are similar fractions. Generalization: What are similar fractions? What are dissimilar fractions? IV.3. Put a cross if the set of fractions are dissimilar fractions. Encircle the letter of the correct answer. ASSIGNMENT: Select from the following groups of fractions the sets of similar fractions.

Developmental Activities: 1. Review: Review in giving the place value of each digit in a decimal number.6. Group Activity. illustrations III. Are the stamps less than one column? .MATHEMATICS IV Date: ___________ I. Drill: Write the fractions for the shaded parts. In 0. speed and accuracy II. a. Motivation: What is your favorite hobby? What do you do with your free time? Is your hobby interesting? B. LEARNING CONTENT: Renaming decimals and whole numbers to fractions from a given set of fractions References: Materials: BEC-PELC II C 1. Presentation: Let us read how Lea works on her hobby. Preparatory Activities: 1. What part of the column was filled up? a. What is the fractional part of the column with stamps? . what is the value of 9? b. 2. OBJECTIVE:  Rename decimals and whole numbers to fractions from a given set of fractions Value: Wise use of leisure time.Collecting Stamps Lea arranged some stamps in her album.97. what is the value of 6? c. Answer the following questions. In 2. LEARNING EXPERIENCES: A. Each column can hold 10 stamps. What is the denominator of the fraction? What does it mean? c. One column had 7 stamps only.84. In 0. what does 2 represent? 3. b.3 Enfolding Mathematics pictures.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . 1. EVALUATION: Write the following in decimals. Forty – two and five tenths 2.2. Eighty-five thousandths 4. Generalization: How will you add mixed decimals? IV. ASSIGNMENT: Complete the table below. Two and three tenths 3. Three hundred five thousandths V. Practice Exercises: Write the decimal for each expanded form. 3. One hundred five and seven hundredths 5.

Presentation: a. 3/8. dissimilar. Motivation: Which would you rather have 2/5 of a cake or 3/5 of a cake? Why? B. 7/14. 8/14 3. who used the least materials? 2. 2/10. Generalization: How do we order similar fractions? IV.MATHEMATICS IV Date: ___________ I. ¼ and 2/4 b. leaders were asked to share their cartolinas with their members. 1/5. mixed or improper fractions. 1 2/3 3. 3 6/12. 3/14. 1 2/5. 6/10. 1. 4/10. 2/15. Francis use 3/8 of the cartolina. 4/5. 4 8/10. 4/9. LEARNING CONTENT: Ordering similar fractions written in different forms from least to greatest and vice versa References: Materials: BEC-PELC II C 2a Enfolding Mathematics flashcards. Review: Tell weather the fraction is similar. In an art class. 2 1/10 2. charts. 5/8 2. Read the problem. ASSIGNMENT: Order from greatest to least. EVALUATION: Order each set of fractions from least to greatest. 10/15 V. 8/11. Practice Exercises: Arrange each set of fractions from least to greatest then from greatest to least . 9/11 . 2 5/12 3. 6/4 c. 1 2/12. 39 ______ 31 33 ______ 28 48 ______ 52 43 ______ 40 2. 11/10 3. a. 4/15. 1. Developmental Activities: 1. 3/5 and 2/3 d. Preparatory Activities: 1. 2/8. activity sheets III. fraction bars. OBJECTIVE:  Order similar fractions written in different forms from least to greatest and vice versa Value: Sharing II. 1/15. 1/58. Drill: Write > or < to compare the numbers below. 3/5 b. a. 8/9. 2/11. LEARNING EXPERIENCES: A. 2/9 c. John used 1/8 and Luis used 6/8.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ .

References: Materials: BEC-PELC II C 2b Enfolding Mathematics flashcards. 1/3. ¼. Preparatory Activities: 1. activity sheets III. Practice Exercises: Arrange in order form least to greastest 1. ½. Generalization: How do we order dissimilar fractions? 3. 4/4. Value: Health consciousness II. 5/8. ¾.MATHEMATICS IV Date: ___________ I.Representing fractions through illustrations Elmer 2/3 is shaded Wilmer 2/6 is shaded Jundel 1-6 is shaded 2. 1/5 b. Wilmer ate 2/6 of another bar and Jundel ate 1/6 of his chocolate. LEARNING CONTENT: Ordering dissimilar fractions from least to greatest and vice versa. 2/5. charts. 1/5 2. Review: Review ordering similar fractions. Elmer are 2/3 of his bar. Who ate the biggest part? How do we solve the problem? a. 2/5. Presentation: Present the Problem: Elmer. 4/8. Drill: Drill on basic multiplication facts. 2x3 4x5 6x3 4x4 3x4 2. fractions bars. LEARNING EXPERIENCES: A. 2/4 c. 2/9. OBJECTIVE:  Order dissimilar fractions from least to greatest and vice versa. Motivation: What food are you fond of eating? Are the foods that you eat nutritious? Are you fond of eating sweet foods? Is eating sweet foods good for our body? B. 5/5. Method 1 . Developmental Activities: 1. Order the given set of fractions from least to greatest. 3/10. 3/10 . 7/8. a. 1/8 3. 3/5. 1/8. 1/6 3. Wilmer and Jundel each bought 1 bar of chocolate of the same size.

2/4. 1/3. 1/5. 1/9 4. 2/9. 3/6. ¾ 2. 4/6 3. 4/8. ¼. 2/3 5.IV. 2/6. 4/5 V. 2/3. 2/6. 4/12 Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . 5/8. EVALUATION: Arrange the fractions from least to greatest. 3/8. ¼ 2. 2/6. 2/3 3. ASSIGNMENT: Arrange the fractions from greatest to least. 3/8. ¾. 1. 1. 2/4.

5/4. Discuss the steps to solve the problem using the given illustration. 2 ½. 9/4. 6 ¾ = __/4 5. 4 3/5 V. 1 ¼ 3. ¾. 3 ½. 2 1/3 = __/3 3. LEARNING CONTENT: Changing improper fractions to mixed forms and vice versa References: Materials: BEC-PELC II C 2. 12/11 4. Developmental Activities: 1. 1. Generalization: How do we change improper fractions to mixed forms? How do we change mixed forms to improper fractions? IV. 13 ½ 2. Change the following to mixed form. 7 4/5 5. 7/3 3. LEARNING EXPERIENCES: A. fraction strips III. 1. 5 ½ = __/2 4. 13 2/7 = __/7 2. Show the illustration b. EVALUATION: Change each mixed number to improper fractions 1. 10/7 2. 11/9 3. How many wholes are there in 5/2? 3. Review: Identifying improper and proper fractions and mixed forms. 10/6. Fixing Skills: a. 1. 5 ½ = __ 2 4. 3/2. 7 5/6 3. 15/12 . Motivation: Have you experience wearing a gown? In what occasion did you wear it? B. how many more halves are there? 2. Presentation: a. Drill: Drill on division of numbers with remainder (flashcards) 9÷5= 12 ÷ 5 = 14 ÷ 4 = 10 ÷ 3 = 2. ASSIGNMENT: Find the missing number for each ___. Preparatory Activities: 1. How many 2/2 are there in 5/2? 2. OBJECTIVE:  Change improper fractions to mixed forms and vice versa Value: Cooperation II.MATHEMATICS IV Date: ___________ I.1 Enfolding Mathematics colored chalk. 5 ½ 5.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ .

her 7 children and intend to eat the remaining part but her youngest daughter asked for another piece so she gave the remaining one. Motivation: How many fourths are there in a whole? How many halves are there in a whole? B. Presentation: Mrs. She gave 1 part to each of .2 Enfolding Mathematics fraction strips III. OBJECTIVE:  Change one (1) to fraction form and vice versa Value: Love and Kindness II. Review: Choose division facts 3.MATHEMATICS IV Date: ___________ I. Developmental Activities: 1. Preparatory Activities: 1. Soriano bought a large bibingka and divided it into 8 equal parts. LEARNING EXPERIENCES: A. How many parts of the bibingka were eaten? 2. Fixing Skills: . Drill: Basic division facts 2÷2=n 3÷3=n 4÷4=n 6÷6=n 2. LEARNING CONTENT: Changing one (1) to fraction form and vice versa References: Materials: BEC-PELC II C 2.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . Write the letter of your answer only. 1 = __/13 V. IV. 14/14 = ____ 4. 20/20 = ____ 3. What kind of mother is Mrs. Soriano would you do the same? Why? c.a. Generalization: How do we rename or change 1 (one) as a fraction and vice versa. EVALUATION: Write the missing number in the blank. 10/10 = ___ 5. 1 = 16/ ___ 2. 1. ASSIGNMENT: Choose the fraction that is equal to one for each set. Soriano? b. If you were Mrs. How many part of bibingka were eaten? 3.

do you add the numerators? Do you add the denominators? 2. Say: "If I put together 2 stones and 2 pencils. Review: Express each fraction in lowest term a. Presentation: Use a paper plate cut into a fourth to represents a "puto". Practice Exercises: Write the missing fractions to complete each equation. do I get 4 pencils? (no) 4 stones? (no) Why not? (objects are not alike) "Today. 2/4 2. 2/3. 3/2. 1/6. 2/3. what d9 I get?" (3 pencils) Do the same with 2 stones and 2 pencils. Ask: "If I put together 2 pencils and 1 pencil. 5/6. paper plates. 2/5 b. 6/8 = b. Developmental Activities: 1. Have one pupil take ¼ of the puto. 10/12 = 3. . 6/9 = c.1. 1. ¾.MATHEMATICS IV Date: ___________ I. 5/8 c. fraction bars. real objets III. Drill: Identify similar fractions from each set of fractions below a. Ask: What part of the puto was taken? Show in a diagram and state the addition of the two fractions. 2/3. LEARNING CONTENT: Adding Similar Fractions References: Materials: BEC-PELC II D 1. our lesson is something similar to this. 3/8. Have another pupil remove 2/4 of it. charts.2 Enfolding Mathematics activity sheets. 1/3." B. Motivation: Place two pencils on one hand and one pencil on the other hand. Preparatory Activities: 1. LEARNING EXPERIENCES: A. OBJECTIVE:  Add similar fractions Value: Helpfulness II. Ask: When you add the two fractions.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ .3. Generalization: How do you and similar fractions? IV. EVALUATION: Find the sum. Express it in lowest term. if possible. ASSIGNMENT: Fill in the missing fraction. V.

12 + ¾ = Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . ¾ + 6 = ___ 4. 6/8 + 12 = ___ 2. 9 + 10 + 5/8 = 2. 6 + 18/20 = 4. 2 + 5/12 = 3. EVALUATION: Find the sum: 1. 1/7 + 14 = V.How do we add a fraction to a whole number? IV. 1. 9/10 + 18 = 5. 5 + 7/8 = ___ 5. ASSIGNMENT: Find the sum. 18 + 1/9 = ___ 3. Express you answer in simplest form if necessary.

Preparatory Activities: 1. How many of you celebrate your birthday? B. What part of the cake did the two children eat altogether? b. LEARNING CONTENT: Adding similar fractions mentally References: Materials: BEC-PELC II D 1. a. Drill: Adding basic addition facts using flashcards 9 7 8 +4 +3 +3 2. 3/13 + 5/13 . On one table a child ate one-eight of a cake. Read this story problem. Talk about how they celebrate their birthday. chart. What do you see in the picture? 2. 6 + ¼ = 3. Generalization: How do we add similar fractions mentally? 3. Presentation: a. 1. Another child ate two-eight of a cake. Show a picture of a birthday party. LEARNING EXPERIENCES: A. OBJECTIVE:  Add similar fractions mentally Value: Attentiveness II. Review: How do we add a fraction to a whole number? Find the sum. 4 + 5/6 = c. activity sheet. her classmates came. 7/10 + 5/10 = 3. real object III.MATHEMATICS IV Date: ___________ I. 1. 3 + 2/3 = b. They were seated in many tables. Developmental Activities: 1. Guided Practice: Add the following fractions mentally. Motivation: a. On Rosa's birthday.4 Enfolding Mathematics pictures. 2/7 + 1/7 = 2. Show this illustration (using the problem) 1/8 + 2/8 = 3/8 2.

5/25 + 2/25 = V.IV. EVALUATION: Add mentally. 5/20 + 3/20 = 4. 1. Write the answer on your paper. 3/18 + 5/18 = 2. ASSIGNMENT: Fill in the missing fractions. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . 2/11 + 2/11 = 5. 4/9 + 3/9 = 3.

Guided Practice: Supply the missing numerator and denominator . OBJECTIVE:  Subtract similar fractions Value: thoughtfulness II. 4/10 + 3/10 = ____ 6/12 + 4/12 = ____ 9/20 + 6/20 = ____ 3. They ate 3/12 of it and brought home the rest. 12/12 – 3/12 = 9/12 or ¾ 2. Review: Adding similar fraction using show me cards of pupils. Developmental Activities: 1. Show the illustration below b. Motivation: Read this problem: Ester and her mother bought a. What part of the rice cake did they bring home? Did Ester and her mother show thoughtfulness to the members of their family? How? What 'is the importance of being thoughtful? B. Discuss the steps to solve the problem. Preparatory Activities: 1. rice cake near Quiapo church. They divided the cake into 12 equal parts. LEARNING CONTENT: Subtracting similar fractions References: Materials: BEC-PELC II D 2. Drill: Reading of similar and dissimilar fractions using flashcards ¾ 2/4 8/10 4/6 18/25 33/10 2. Write the difference over the common denominator 3. Express the answer in lowest terms if possible.1 Enfolding Mathematics number lines showing similar fractions. Subtract the numerator 2. flashcards for similar fraction III.MATHEMATICS IV Date: ___________ I. LEARNING EXPERIENCES: A. Presentation: a. Steps: 1.

1.___ = 3/12 3. 6/10 – 3/10 = 2.3/5 = 1/5 3. 8/10 – 2/10 = ___ 4. Generalization: How do we subtract similar fractions? IV. 8/12 .___ = 1 /21 4. 8/14 – 4/14 = 4. 7/18 – 3/18 = ____ 2. EVALUATION: Find the difference. 6/14 – 2/14 = ____ Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . if possible. ASSIGNMENT: Subtract and reduce the answers to lowest term. 7/8 – 4/8 = V. if possible. 8/4 – 2/4 = 3. ___ . 10/15 – 7/15 = 5. 1. 15/16 .1. ___ . Express your answer in lowest terms. 7/21 .___ = 3/16 2.4/8 = 3/8 5. 9/12 – 7/12 = ___ 5. 4/9 – 1/9 = ___ 3.

Romeo bought 1 whole illustration board. LEARNING EXPERIENCES: A. What part of the plastic did she use? B. Generalization: How do we subtract fractions from a whole number? .2 Enfolding Mathematics chart showing illustrative examples or step-by-step procedure. What part of the illustration board was left with him? 3. LEARNING CONTENT: Subtracting fractions from whole numbers. Have them give fraction names for ones such as 2/2 3/3 4/4 5/5 6/6 3. What part of the plastic did she use? 4. Why do you think she covered her notebook with plastic? 2. Motivation: Talk about how they take care of their things then proceed to reading this problem. Presentation: Discuss the steps to solve the problem using the given illustration 1. Developmental Activities: 1. Preparatory Activities: 1. Before the opening of classes. In how many parts is the meter of plastic divided? 2. How many meter of plastic was left? 3. cards III. Drill: Reading similar fractions using flashcards 2/4 3/6 5/6 4/4 4/10 8/10 2.MATHEMATICS IV Date: ___________ I. OBJECTIVE:  Subtract a fraction from a whole number Value: Taking care of things II. He shared ¾ of it with his friends. Only ¼ of the material was left unused. Review: Renaming one as a fraction. References: Materials: BEC-PELC II D 2. Practice Exercises: Read and solve this problem. fraction bars. Rosario bought 1 meter of plastic to cover her notebooks.

14 – 7/8 = ___ V. EVALUATION: Find the difference. 1. 6 – 2/6 = ___ 3. 12 – 7/10 = ___ 5. 6 – 3/8 = ___ 2. 7 – 4/5 = ___ 4. 9 – 2/4 = ___ 3. 1. ASSIGNMENT: Subtract the fraction from the whole number. 2 – 4/8 = ___ 5.IV. 8 – 3/5 = ___ 4. 3 – 5/6 = ___ Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . 9 – 4/5 = ___ 2.

LEARNING EXPERIENCES: A. Show illustration b. flashcards. Describe the shaded parts of the two bars Determine the difference of the two shaded bars Write the resulting subtraction equation. 2 – 2/3 = 2. chart III. OBJECTIVE:  Subtract mentally similar fractions Value: Helpfulness II. 3. How many kilograms was left?  Do you also help mother at home?  Why? What character trait do you show? B. Discuss the steps to solve the problem using the given illustration. 6 – ¾ = 3. Presentation: a. Developmental Activities: 1. Review: How do we subtract fraction from a whole number? Find the difference? 1. Mother bought 3/4 kilogram of meat. Drill: Conduct a race on basic subtraction facts using flashcards.MATHEMATICS IV Date: ___________ I. 2.3 Enfolding Mathematics fraction cards and bars. LEARNING CONTENT: Subtracting mentally similar fractions References: Materials: BEC-PELC II D 2. She cooked '2/4 kilogram. Norman helped her carry the bag.4/5 = 3. 8–4= 6–3= 9–4= 8–3= 4–2= 2. Practice Exercises: Find the missing number . Preparatory Activities: 1. Motivation: Read this problem: Mother carried a heavy market bag.

10/12 – 4/12 = V. ASSIGNMENT: Subtract mentally 1. Generalization: How do we subtract mentally similar fractions? IV. 6/12 – 4/12 = ___ 5. 12-25 – 7/25 4. 1.6/20 = 4/20 3. 5/10 – 4/10 = 4. 7/9 – 3/9 = 3.1. 9/10 – 4/10 = 3. 8/10 – 4/10 – 2/10 = 2. ___ . 10/15 – 5/15 – 3/15 = 5. 8/10 .___ = 6/20 2. 16/18 – 10/18 = Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________ . EVALUATION: Subtract mentally the following fractions. 11/20 – 2/20 = 3. 6/8 – 5/8 = 2.