MATHEMATICS 4

Module 2: Fraction
Day of Learning: Week 3

For Module 3, the following demonstrates a learning standard in which you will review and check the
column that describes your own learning.

I I I I
Learning
Standards

understood and I could understand with

could teach others understood and I the help of others do not yet fully
could do it understand
I can changes
improper fraction to
mixed numbers and
vice versa
I can changes
fractions to lowest
forms
I can visualizes
addition and
subtraction of
similar and
dissimilar fractions
I can visualizes
subtraction of a
fraction from a
whole number

Lesson 1: Changing Improper Fraction to Mixed Number

GET SET
7
One Saturday afternoon, Bonbon will serve buko pie to her friends. How many whole buko pie and
4
fractional part of a buko pie does he have?

1. How will you obtain the answer? __________________________________________

GO AND LEARN

The problem stated above asked for a whole number and a fraction. To change improper fraction to
mixed number, follow these steps:
Step1. Divide the numerator by the denominator.
x 1 quotient
4 7
-4
3 remainder

Step2. Show the answer as a mixed number.

The quotient is the whole number
The remainder is the numerator
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 The divisor is the denominator

7 3
express as mixed number is 1 .
4 4

DO IT

A. Directions: Express the illustration to improper fraction.

1. 2. .

_______ ________

B. Directions: Change the following improper fraction to mixed number. Show your solution in your activity
notebook.

11 31 17
3. _____ 4. _____ 5. ______
7 9 6

Teacher’s Note:

Directions: Express the following improper fraction as mixed numbers. Show your solution.

7 14
1.DID
2
YOU GET IT? 2. 5

19 28
3. 7 4. 9

77
5. 10

Teacher’s Note:

Lesson 2: Changing Mixed Number to Improper Fraction

2|Page
 GET SET

3
Justin serves cake for snacks to his friends. They consumed 3 of cake. How many eighths of cake
8
were eaten?

1. How will you obtain the answer? ____________________________

GO AND LEARN

The problem stated above asked for a fractional form of the number. To change mixed number to improper
fraction, follow these steps:

Step1. Multiply the denominator by the whole number.

3 3
x 8

That is 24.

Step2. Add the numerator to the product.

+
3 3
x 8
That is 24 + 3 = 27

Step3. Write the sum as the numerator over the same denominator.

27
That is: .
8

DO IT
Directions: Color each pair of gloves showing a mixed number and an improper fraction of the same value with
the same color.

3 1 5
1
Lesson 2:1 4 63 4 7 19
1 4 3
4

Teacher’s Note:

DID YOU GET IT?

Directions: Change the following mixed number to improper fraction. Show your solution.

1 1 2
1. 8 2. 15 3. 3
7 2 11
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 5 4
4. 2 5. 3
6 9

Teacher’s Note:

Lesson 3: Fraction in Lowest Term

GET SET

6 2
Lesson 2: 9 3

6 2
The fraction illustrated above and are the same fractions. Can you tell why?
9 3

GO AND LEARN

A fraction in its simplest form has a numerator and denominator that are relatively prime. To reduce
fraction in its lowest form, you can use the following methods: Using GCF and Prime Factorization.

GCF: Divide the numerator and denominator with the same number. That number is the GCF.

6: 1, 2, 3, 6 6÷3=2
9: 1, 3, 9 9÷3=3
The GCF is 3
6 2
The lowest term for is
9 3
Prime Factorization

Step1.
Write the numerator and denominator as products of their primes.

6=2x3
9=3x3

Step2.
Cancel any common factor. Then, multiply any factors that are left in the numerator together and any
factors that are left in the denominator together. This is your reduced form

6=2x3 6=2
9=3x3 9=3

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 2
The lowest term is
since 2 and 3 have no more common factors. Going back to the problem stated
3
6 2 2 6
above, and are the same since is the simplest form of .
9 3 3 9

Another example using Prime factorization.

24 = 2 X 2 X 2 X 3 = 6
52 = 2 X 2 X 13 =13

24 6
The lowest term for is .
52 13

DO IT
A. Find the lowest term of the fraction using GCF. Show your solution.
36 6 6
1. 2. 3.
81 14 9

B. Find the lowest term of the fraction using Prime Factorization. Show your solution.

15 9
1. 2.
18 45

Teacher’s Note:

Directions: Find the lowest term of each fraction using any methods discussed in this module.

4 10 4
1. DID______
YOU GET IT? 2. _____ 3. _________
12 35 16

8 15
4. ______ 5. _____
40 18

Teacher’s Note:

Visualizing Addition and Subtraction of

Lesson 4: Similar Fractions
5|Page
 GET SET
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Directions: Read the story problem below.

5 3 2
Aling Josie will cook Pinakbet for lunch. Earlier she boughtkilograms of talong, kilograms of okra and
9 9 9
kilograms of sitaw. How many kilograms of vegetables did she buy?

GO AND LEARN
Visualize the story problem above.

5 3 2
_____
9 9 9

Make sure that the fractions are having the same denominator. Hence, 5 + 3 + 2 = 10 and
9 9
changing it to mixed number.

5 3 2 9 1
9 9 9 9 9

11 1
9
= 1 9

DO IT

A. Read and answer the story problem.

7 3
Budoy needs to walk kilometer to school. He has already walked kilometer. How much farther
10 10
does Budoy needs to walk?

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 =

_____ _____ ______

B. Visualize and solve the story problem.

The grade four classes will hold a party for winning in the cleanliness contest. They will hold their party
1 1
in the school hall. Only of the class will clean the hall and will decorate. What part of the class will clean
4 4
and decorate the hall?

______ _______ = ________

Teacher’s Note:

DID YOU GETIT?

A. Directions: Add or subtract the following fractions. Express your answer in lowest term.

1.

____________ - _________ = __________

2.
+ =

_______ + _______ = _______

3.
+ =

__________ + ___________ = ___________

4. - =

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 ________ - _________ = _________

5. + =

__________ + ___________________ = ____________

Teacher’s Note:

Lesson 5: Solving Word Problem Involving

Addition or Subtraction of Fraction
GET SET
9 LVXDO L] LQJ$ GGLW
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6 LP LO
DU) UDFW LRQV
3 1
Kris baked a banana cake for her family. Her brother ate , while her sister ate . Who ate more? How
10 4
much more?

To solve the problem, what steps are we going to use?

_____________
_____________
_____________
_____________

GO AND LEARN
To understand and solve the above problem we follow these steps:

A. Understand
 Know what is asked:
o Who ate more?
o How much more?
 Know the given facts:
3
o ate by her brother
10
1
o ate by her sister
4

B. Plan
 Determine the operation to be use
o Subtraction
 You can draw illustration to figure out the problem.
 Write the number sentence
1
3 6 20
=
10 20

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 1 5
=
4 20

C. Solve

By finding the LCD of 4 and 10, that is 20 you are able to change the fraction to similar fractions.

3 6
=
10 20
6 5 1
− =
20 20 20

1 5
=
4 20
D. Check and Look Back

 Who ate more?

6 5
o Using the illustration is bigger than . Her brother ate more
20 20
 How much more?
1
o Her brother ate part more than her sister.
20

DO IT
Directions: Write True if the statement is correct and False if incorrect.

_____ 1. To understand the problem, you should find out what is asked in the problem.

_____ 2. Finding the LCD is not necessary in solving a problem involving dissimilar fractions.

_____ 3. To plan the correct operation to be used and make the number sentence is very important in problem
solving.

_____ 4. The given information in the problem are used as hints to find the answer to the problem.

_____ 5. To check and look back is a waste of time in problem solving.

DID YOU GET IT?

Directions: Solve the following problem.

5 2
1. Marlon painted his poultry house using liter of green paint and liter of yellow paint. What color
6 3
of paint was used more than the other? How much more of it was used than the other?

Answer the problem with the following steps:

Understand:

 What is asked? ________________________________

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  What are the given? ____________________________

Plan:

 What operation to be used? ______________________

 What is the number sentence? ____________________

 How will you illustrate? (Don’t forget the LCD or LCM)

Solve:

Check and Look Back:

1 1
2. Tito bought a piece of plywood, of it was used for the ceiling and for the wall in his room. How
2 4
much plywood did he use in all?

Answer the problem with the following steps:

Understand:

 What is asked? ________________________________

 What are the given? ____________________________

Plan:

 What operation to be used? ______________________

 What is the number sentence? ____________________

 How will you illustrate? (Don’t forget the LCD or LCM)

Solve:

Check and Look Back:

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References:
1. Tabilan, A., I. J. Arce., R. Pascua., Calayag, N., L. Dacuba., D. Borias., Buemia, R., M. Colao., l. Morandante.,Danao, A., l.
Gonzaga.,I. Briones and J. A Daganta (2015) Mathematics – Grade 4 Teachers Guide., Department of Education

2. Tabilan, A., I. J. Arce., R. Pascua., Calayag, N., L. Dacuba., D. Borias., Buemia, R., M. Colao., l. Morandante.,Danao, A., l.
Gonzaga.,I. Briones and J. A Daganta (2015) Mathematics – Grade 4 Learners Materials., Department of Education

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