Cabolutan Elementary School

Cabolutan, San Agustin Romblon

Observation Plan

Name of the Teacher: BERNARDITA S. SOLANO

Date & Time:
Subject Area: MATHEMATICS
Grade & Section: 4 / E. AGUINALDO
Quarter: 2ND QUARTER
I. Layunin
A. Content Standard
Demonstrates understanding of improper fractions and mixed numbers

B. Performance
Standard Able to recognize and represent improper fractions, mixed numbers and decimals

C. Learning
Objectives Changing improper fractions to mixed number and vice versa

II. Subject Matter Change Improper fractions to Mixed numbers and Vice Versa M4NS-IIe-80
Reference LM 4, page 135
Materials Flash cards, video presentation, powerpoint, charts, manila paper, fractions roulette
III. Procedures
1. Review “Wheel of Fractions”

The teacher will use the roulette of fraction and the pupils will spin the wheel and tell what
kind of fraction is pointed out by the arrow in the roulette (proper fraction, improper fraction or
mixed number).

2. Motivation The teacher will let the pupils watch the news about the shortage of PPE among Medical
Frontliners.

After the video presentation, the teacher will ask the pupils:
1. What situation are we currently experiencing?
2. How can we help our government in fighting against this pandemic?
3. Who provided care and services to the people affected by the virus?

A. Learning Activities
1. Presentation “Think-Pair-Share”

From the video presentation, the teacher will present a scenario. But before the presentation
starts, the teacher will group the pupils into thee. After the presentation, the pupils will be given a
set of activity cards to perform.

Neneng’s mother is watching the news about the shortage of Personal Protective
Equipment not just in the country but all throughout the other nations. Her mother is a
dressmaker, so they planned to make PPE and donate to the medical frontliners. Her mother
used 5/2 meters of cloth. How many meters of cloth did her mother use?

Activity:
1. Based on the selection, using a diagram or an illustration, draw and shade the part of the
cloth her mother use to make PPE.
2. Discussion The teacher will present a video presentation about changing improper fraction to mixed
number and vice versa.
 After the presentation, the pupils will be grouped into three and let them go back on Nenengs’
situation by answering the following questions below.
1. How many meters of cloth did her mother use?
2. What kind of fraction is 5/2?
3. How many 2/2 are there in 5/2?
4. How many wholes are there in 5/2?
5. How many more halves are left?
6. What processes are you going to use?
7. Without using an illustration, how can we change improper fraction to mixed number and
vice versa?
8. Change 5/2 into mixed number and vice versa.
9. If you were Neneng’s mother, will you do the same? Why?
10. What do you think would the frontliners feel about it?

A. Fixing Skills “Lift up Your Board”

Using the slate board, the teacher will show a problem, then the pupils will solve for it. (either
changing from improper to mixed and vice versa).

27
1. to mixed number
4
4
2. 2 to improper fraction
6
2
3. 1 to improper fraction
3
19
4. to mixed number
7

B. Value Integration
Can you apply this lesson in our present real-life situation? In what way? Cite what you can
do.

C. Generalization
The pupils will complete the diagram below on the steps on how to change improper fractions to
mixed number and vice versa.

Changing Improper Fractions to

Mixed Number

Changing Mixed Number to

Improper Fraction

D. Application
The pupils will be grouped into three. Each group will be given a task card to do.

Group 1. The Visualizers

Direction: Using a drawing, illustrate the following improper fractions then change it to mixed
 number.
13
1.
3
27
2.
5
15
3.
4
Direction: Change the following mixed number into improper fraction, then illustrate it using
a drawing.
5
4. 7
6
3
5. 4
4

Group 2. The Singers

Direction: Enumerate the steps in changing improper fraction to mixed number and vice versa
using a familiar song that you knew.

Group 3. The Economist

Direction: Make 3 pcs. of your own DIY facemask out of 252/5 cm piece of cloth. Each mask
should have same sizes.
Convert first the fraction into mixed number to get the exact measurement of the cloth given
by your teacher.

IV. Evaluation
Direction: Change the following fractions to improper fraction or mixed number.

59
1.
8
1
2. 8
2
11
3. 3
15
18
4.
7
36
5.
7
V. Assignment
Direction: Fill in the box with the correct answer.

8
1. =
3

1 ❑
2. 8 = =
3 3

15
3. =
2
4. How many thirds are there in 24/6?

39
5. is equal to how many tenth?
10

Prepared by: Bernardita S. Solano

Observed by:

Mary Janice R. Manliguez Rina Rose G. Mangalinao

Principal I MT-I