Semi-Detailed Lesson in MATH 4
2nd Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
LRMDS
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing past lesson or presenting
the new lesson
The learner is to demonstrate understanding of improper fractions, and
mixed numbers.
The learner is able to recognize and represent improper fractions, and
mixed numbers.
Changes improper fraction to mixed numbers and vice versa.
MANS-IIe-80
Changing Improper Fractions to Mixed Numbers
pp. 146 -148
LM pp. 147 - 148
Mathematics for Better Life Textbook 4, pp.146 - 148
Quarter 2 Module 4
Pictures, charts, video presentation
1.Introduction
Hello, children! Welcome to our Math class. Are you ready to
listen and learn something new today?
Great! Make sure you are seated comfortably, the volume is turned up
just right so you can listen without distractions, and that you have your
ball pen and Math notebook ready. Are we all set? Good.
Our new lesson is about CHANGING IMPROPER FRACTIONS TO
MIXED NUMBERS AND CHANGING MIXED NUMBERS TO
IMPROPER FRACTIONS. I know, the title is too long and it sounds
daunting! But if you listen and watch carefully, you will learn how to
do this by the end of our lesson.
2. Review
But before we dive into our new lesson, let’s do a quick review
first. Can you still recall what we talked about in class last week?
(pause)
Very good! Our lesson was an introduction to Fractions and the
Parts of a Fraction. As we’ve discussed last time, FRACTIONS are
real numbers that represent or show a part of a whole or a part of
a set.
FRACTIONS are real numbers that represent a
part of a whole or a set.
The “part” is the NUMERATOR, and the “whole” or “set” is the
DENOMINATOR. A FRACTION BAR separates the numerator and
the denominator.
 fraction
PART NUMERATOR
= bar
WHOLE DENOMINATOR

Let’s look at this concrete example:

Suppose you buy a whole pepperoni pizza and you cut it into 4
4
equal parts or slices. We can express it in fraction as to represent
4
the whole pizza.
4 Whole pizza
4

Suppose again that you take 1 slice and eat it. What fraction
does your slice represent?
1
Correct. The part that you ate expressed in fraction is which
4
means 1 out of 4 parts.

1 Part that was taken or eaten

4
How many uneaten slices do you have left now?
Yes. You have 3 slices remaining out of the 4 you started with.
How do you express this in fraction form?
3
That’s right. The remaining pizza expressed in fraction is
4
which means 3 out of 4 parts.

3 Part that remains uneaten

4

4/4, 1/4 and 3/4 are all examples of FRACTIONS. Looking at

the last fraction, 3/4 :
We have 3, which is the number on top, as the numerator: it
refers to the number of parts in a fraction.
And 4, the bottom number, is the denominator: it refers to the
total number of equal parts that make up the whole.

3 Numerator = no. of parts in the fraction

Denominator = no. of parts in a whole

4
 Remember that FRACTIONS are also used to represent part of
a set. So on the screen, you will see a set of 5 Hogwarts badges: 3 are
from the House of Gryffindor and 2 are from the House of Slytherin.
How would you express this set of badges in fraction form?

Yes, you would say 3/5 of the badges are Gryffindor’s. While
2/5 of the badges are Slytherin’s.
Remember, in a fraction, it’s always the PART over the
WHOLE or the PART over the SET.

3 2

5 5

B. Establishing a purpose of the new 3. Motivation

lesson ( Motivation)
This time let’s use another example. This is one of my
favorites and I think it is yours too: CHOCOLATE CHIP COOKIES!
Here you see one giant piece of chocolate chip cookie that your sister
Liana baked for her birthday over the weekend.

Let’s say you were famished, and you finished half of that
giant cookie all by yourself. How would you express that as a fraction?

That’s right. You write it as ½ which means 1 of 2 parts.

1 Numerator is smaller

2 Denominator is bigger

Notice that in this fraction, ½, the numerator 1 is smaller than

the denominator 2. This type of fraction is what we call a PROPER
FRACTION. Other examples of PROPER fractions that we
encountered earlier are ¼, ¾, 2/5, and 3/5. All of these fractions have
numerators that are smaller in value than the denominators.
 A PROPER FRACTION is a fraction whose numerator is
smaller than the denominator.

Examples:

1 3 2 3
4 4 5 5

Now what if you and your 6 other cousins each ate ½ of a

giant chocolate chip cookie? How would you represent 7
halves as a fraction?

7 halves expressed as a fraction is 7/2. This time, what do you

notice about the value of the numerator in relation to the denominator?

7 Numerator is bigger

2 Denominator is smaller

Exactly – this fraction is the opposite of a proper fraction.

Because now we have a bigger numerator and a smaller denominator.
Does anyone want to guess what type of fraction this is?
Good! It’s an IMPROPER FRACTION or a “not-proper”
fraction. An improper fraction is one whose numerator is bigger
than or equal to the denominator. Examples of an IMPROPER
FRACTION are 7/2 and 4/4 (from our pizza story earlier).

An IMPROPER FRACTION is a fraction whose numerator is

bigger than or equal to the denominator.

Examples:

7 4

2 4

C. Presenting examples/ instances of the Now, do you know that an IMPROPER FRACTION can be
new lesson written or expressed differently? Let’s go back to the chocolate chip
cookie example:
 Here we have seven halves or seven ½ parts or simply 7/2
cookies. If we count the number of cookie parts, we can see that 7/2 is
actually the same as 3 ½, or 3 whole cookies plus one half of a cookie.
Do you see it?

1
3
2

3 ½ is what we call a MIXED NUMBER. A mixed number

is one which has a whole number and a fraction.

A MIXED NUMBER is a number which has a

whole number and a fraction.

1 fraction
3
whole number 2

Let’s take a look at another improper fraction: 7/4

This time let’s visualize the fraction by drawing a circle. Then

we divide the whole circle into equal parts. How many parts should we
divide it into? Should it be 7? Or 4?

Correct. We divide the whole into 4 equal parts because the

denominator is “4”, which means there are 4 parts that make up the
whole.

4
 Next, we shade 7 parts because the numerator is “7”, which
means the fraction has 7 parts. However, we see that it’s going to be a
problem because the whole circle has 4 parts only.

7 We shaded 4 parts already…

we need 3 more to make it 7!
4

What do we do then? We need to add another circle until we

can shade all 7 parts:

So there we have it. That is the fraction 7/4. And similar to the
giant cookie example earlier, we can see that:
1. An IMPROPER FRACTION is actually bigger than or
equal to 1.
2. An IMPROPER FRACTION can be written or
expressed as a MIXED NUMBER without changing its
value.

7 3
= 1
4 4
3/4
4/4 +
Whole number + Fraction

1. An IMPROPER FRACTION is greater than or equal to 1.

2. An IMPROPER FRACTION can be written or expressed
as a MIXED NUMBER.

D. Discussing new concepts and

practicing new skills no. 1 Now you may wonder, is it possible to change an IMPROPER
FRACTION into a MIXED NUMBER without having to draw circles
or chocolate chips or other random objects all the time?

Of course, you can! Do you remember the FRACTION BAR

the line that divides the numerator from the denominator? Well, it’s also
called a DIVISION BAR and that right there is your hint!

To change an improper fraction to a mixed number, you

have to DIVIDE.
Let’s use the previous example: 7/4

Step 1. Divide the numerator by the denominator

7 fraction or
division bar
4

Because a fraction is also a division bar, 7/4 can also be read as

7 divided by 4. So the numerator 7 will be our DIVIDEND and the
denominator 4 will be our DIVISOR.

divisor 4 7 dividend

So how many 4s will fit in a 7?

Right. Only 1 “4” can fit in a 7. So we write 1 at the top. 1 times

4 is 4. 7 minus 4 is 3. 3 is smaller than 4 and we don’t have any digit
left to bring down so we stop dividing here.

4 7
- 4

So our QUOTIENT is 1 and we have a REMAINDER of 3.

quotient
1

divisor 4 7
- 4

3 remainder

Step 2. Write or set up the mixed number.

Remember that a mixed number is made up of a WHOLE
NUMBER and a FRACTION. How then do you write it?

a. For the WHOLE NUMBER: Copy the quotient. (Write 1)

b. For the FRACTION part:
 The remainder becomes your NUMERATOR. (Write
3)
 And the divisor becomes your DENOMINATOR.
(Write 4)
 Note that this is also the denominator of the original
IMPROPER fraction so that should be a useful hint too when you get a
little bit confused as to which number goes where. You can just copy
the denominator.

remainder
3
quotient 1
4 divisor (also the
same denominator)

CHANGING AN IMPROPER FRACTION TO A MIXED

NUMBER:
Step 1. Divide the numerator by the denominator.
Step 2. Write or set up the mixed number.
 The quotient becomes the whole number.
 The remainder becomes the numerator.
 The divisor becomes the denominator.
Note: you can also copy the denominator
of the improper fraction.

So therefore, 7/4 written or expressed as a mixed number is 1

and ¾.

7 3
= 1
4 4

Did you understand the process, children? Ok, let’s work on

another example and watch closely.

(Note: Same board work as the first example)

Step 1. Divide the numerator by the denominator

9/2 can also be read as 9 divided by 2. The numerator 9 will be

our DIVIDEND and the denominator 2 will be our DIVISOR.

So how many 2s will fit in a 9?

Correct. There are 4 2s in a 9. So we write 4 at the top. Then 4

times 2 is 8. 9 minus 8 is 1. 1 is smaller than 2 and we don’t have any
digit left to bring down so we stop dividing here.

So our QUOTIENT is 4 and we have a REMAINDER of 1.

Step 2. Write or set up the mixed number.

Remember that a mixed number is made up of a WHOLE

NUMBER and a FRACTION.
 For the WHOLE NUMBER: Copy the quotient. (Write 4)

For the FRACTION part:

The remainder becomes your NUMERATOR. (Write 1)
And the divisor or the denominator of the improper fraction becomes
your DENOMINATOR. (Write 2)

So 9/2 expressed as a mixed number is 4 and ½.

9 1
= 4
2 2

E. Discussing new concepts and

practicing new skills no. 2 Suppose you were given a MIXED NUMBER and you need to
write it as an IMPROPER FRACTION. How would you do it?

Earlier, we DIVIDED and SUBTRACTED numbers to change

an improper fraction into a mixed number. Now that we are doing the
opposite – meaning, we are changing a mixed number into an improper
fraction – we will do the inverse operations of division and subtraction.
Do you know what they are?

Yes: We will first MULTIPLY and then ADD numbers to change

a mixed number into an improper fraction,

Let’s use this example: 3 and ¼

1
3
4

Step 1. Multiply the WHOLE NUMBER and the

DENOMINATOR.

Let’s calculate: The whole number “3” times the denominator

“4” is equal to 12.

3 1 4 x 3 = 12
4
1. MULTIPLY

Step 2. Add the product to the NUMERATOR.

Add the product “12” to the numerator “1”, which gives us a 13.
 2. ADD PRODUCT TO…
4 x 3 = 12
1 12 + 1 = 13
3
4
1. MULTIPLY

Step 3. Write or set up the improper fraction.

a. The answer to Step 2 (the product + numerator) becomes

your numerator. (Write 13)
b. The denominator remains the same so just copy the number.
(Write 4)

13 product + numerator (Step 2)

4 copy the denominator

Therefore, 3 ¼ expressed as an improper fraction is 13/4.

1 13
3 =
4 4

CHANGING A MIXED NUMBER TO AN IMPROPER

FRACTION

Step 1. Multiply the whole number and the

denominator.

Step 2. Add the product to the numerator.

Step 3. Write or set up the improper fraction:

 The answer to Step 2 (product + numerator)

becomes the numerator.
 Copy the denominator.
Do you need another example? Ok, let’s work on one more
before I let you try it on your own.

Here we have 2 4/5. How do you write this as an improper

fraction? Let’s go through each step again.

(Note: Same board work as the first example)

 Step 1. Multiply the WHOLE NUMBER and the
DENOMINATOR.

Let’s calculate: The whole number “2” times the denominator

“5” is equal to 10.

Step 2. Add the product to the NUMERATOR.

Add the product “10” to the numerator “4”, which gives us a 14.

Step 3. Write or set up the improper fraction.

a. The answer to Step 2 (the product + numerator) becomes
your numerator. (Write 14)
b. The denominator remains the same so just copy the number.
(Write 5)

Therefore, 2 and 4/5 expressed as an improper fraction is 14/5.

4 14
2 =
5 5

F. Developing Mastery (Leads to

Formative Assessment) a. Change the Improper Fraction to Mixed Number.
8 16 25
1. 2. 3.
3 5 7

b. Change the Mixed Number to Improper Fraction.

2 3
4. 5 5. 4
3 10

G. Finding Practical Application of Directions: Let the pupils list down their own improper
concepts and skills in daily living. fractions and mixed numbers. Then have them convert the numbers
from one form to another (improper fractions to mixed numbers, and
vice-versa). Each pupil will present his/her output to the class.

H. Making Generalization and

abstraction about the lesson
Here are the key concepts:
a. To convert an Improper Fraction to a Mixed Number, divide
the numerator by the denominator. The quotient becomes the
whole number and the remainder as the numerator, then copy
the denominator.
b. To convert a Mixed Number to an Improper Fraction,
multiply the whole number and the denominator. Add the
product to the numerator. The sum shall become the
numerator of the improper fraction, then copy the
denominator.
 I. Evaluating learning

a. Change the Improper Fraction to a Mixed Number.

10 24 45
1. 2. 3.
3 5 7

b. Change the Mixed Number to an Improper Fraction.

2 1
4. 5 5. 3
6 15

J. Additional activities for application

and remediation. Assignment:
Solve what is asked.
a. Change the Improper Fractions to Mixed Numbers. Show
your solution.
18 15 24 29 17
1. 2. 3. 4. 5.
7 4 9 7 6

b. Change the Mixed Number to Improper Fraction. Show you

solution.
1 2 5 6 7
1. 12 2. 12 3. 10 4. 11 5. 8
5 3 6 7 9

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who
scored below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my Teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solved?
G. What innovation or localized materials
did I use/ discover which I wish to
share with other teachers?

Prepared & Demonstrated by:

MA. ADA DV. LOPERA
Teacher Applicant