Third Quarter Module 3

Week 3
ENHANCED EDITION – SPECIAL SCIENCE ELEMENTARY SCHOOL (SSES)
Introductory Message
For the facilitator:
This module was collaboratively designed, developed, and
reviewed by educators both from public and private institutions
to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in
schooling.
As a facilitator, you are expected to orient the learners on how
to use this module. You also need to keep track of the learners'
progress while allowing them to manage their learning.
Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning
at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

Below are some reminders in using this module:

1. Use the module with care. Do Not put unnecessary mark/s
on any part of the module.
2. Don’t forget to answer What am I good at? before moving
on to the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Always bear in mind that you are not alone. We hope that
through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies.
You can do it.
 What’s my target?

At the end of this module, you will be able to:

1. represents and compares dissimilar fractions in increasing or
decreasing order, and
2. arranges dissimilar fractions in increasing or decreasing order.

What am I good at?

Directions: Encircle the letter of the correct answer.

1. Which of the following fractions has the highest value?
A. C.

B. D.

2. Look at the shaded model, what symbol will you put inside the
square to make the statement true?

A. > B.< C. = D.≠

3. What symbol will you put inside the square to compare the two
number lines?

0 1 0 1
A. > B. < C. = D.≠
4. Which of the following set of fractions are arrange in decreasing
order?
𝟏 𝟑 𝟑 𝟒 𝟒 𝟑 𝟑 𝟏
A. , , , C. , , ,
𝟐 𝟒 𝟖 𝟓 𝟓 𝟖 𝟒 𝟐
𝟑 𝟑 𝟒 𝟏 𝟒 𝟑 𝟏 𝟑
B. , , , D. , , ,
𝟒 𝟖 𝟓 𝟐 𝟓 𝟒 𝟐 𝟖

5. What is the correct increasing order of the fraction below?

I.
II.
III.

A. I – II – III C. II – I – III
B. II – III – I D. III – II – I

Lesson
Dissimilar Fractions
1

What’s to look back?

Directions: Complete the table.

Symbols Words
7
1.
9
2. fifteen-twelfths

3. two-halves

10
4.
14
3
5.
4
 What will I do?

Read the problem below.

Three neighbors decided to go to the wet market to buy meat for
their lunch. Aling Celia bought 2/3 kilo of beef while Aling Marta
bought 3/5 kilo of beef and Aling Doris bought 7/10 kilo of beef.
a. What does the three neighbors brought in the wet market?
b. Who among the three bought the largest amount of beef?
c. Who among the three bought the least amount of beef?

What’s the meaning?

Using a pie graph, let us visualize the problem above.

2 3 7
3 5 10

As you can see in the illustration above, three pie graphs were
divided differently resulting to different denominators.

There are two types of fractions.

Fractions with same denominators are called similar fractions.
𝟐 𝟑 𝟒
Example: , ,
𝟓 𝟓 𝟓
Fractions with different denominators are called dissimilar
fractions or unlike fractions.
𝟐 𝟕 𝟏𝟒
Example: , ,
𝟗 𝟏𝟐 𝟏𝟓
The fraction shown in the illustration is an example of dissimilar
fractions because their denominators are not the same.
a. Comparing Fractions.
In comparing fractions, we use symbols greater than (>),
less than (<) and equal (=).

When we compare dissimilar fractions with same numerator, the

bigger the denominator the less value.

Example:

2 2
5 9
And when the dissimilar fractions have different numerators, we can
use two method, the illustration to visualize the fraction and cross
product method.

𝟐 𝟑
Example: and
𝟑 𝟓
Using shaded region
We can see at the illustration that the
2
shaded region of 3 is bigger than the
3
shaded region of 5. So, the symbol that
𝟐 𝟑
𝟑 𝟓 must be put in between will be >.

Using blocks

Using number line

0 1 2 1
3 3

0 1 2 3 4 1
5 5 5 5

Using Cross Product

𝟐 𝟑 𝟑 𝟕 𝟐 𝟕
𝟑 𝟓 𝟓 𝟏𝟎 𝟑 𝟏𝟎
10 > 9 30 < 35 20 < 21
b. Arranging Fractions.
In arranging fractions, find first the fraction who is the smallest
fraction going to the biggest fraction. We can use fraction blocks to
visualize.
𝟐 𝟑 𝟕
Example: , , and
𝟑 𝟓 𝟏𝟎

𝟑 𝟕
Observe that is the smallest fraction while is the biggest fraction.
𝟓 𝟏𝟎

If we are going to arrange it in Ascending/Increasing order it will be,

𝟑 𝟐 𝟕
, ,
𝟓 𝟑 𝟏𝟎

And if we are going to arrange it in Descending/Decreasing order it

will be,
𝟕 𝟐 𝟑
, ,
𝟏𝟎 𝟑 𝟓

What’s more to do?

Activity 1
Direction: Write the correct symbol on the space provided to
compare the following fractions.

1. _____

2. _____

3. _____

𝟏𝟐 𝟏𝟐
4. _____
𝟐𝟓 𝟑𝟓

𝟐 𝟓
5. _____
𝟒 𝟏𝟎
Activity 2
Directions: Arrange the following fractions.
A. Ascending Order

𝟐 𝟒 𝟏
1. , , = _______________________
𝟑 𝟓 𝟐

𝟕 𝟏 𝟑
2. , , = _______________________
𝟏𝟐 𝟗 𝟒

𝟓 𝟑 𝟏 𝟒
3. , , , = _______________________
𝟕 𝟏𝟒 𝟒 𝟏𝟓

B. Descending Order

𝟒 𝟑 𝟏𝟎
4. , , = _______________________
𝟑 𝟐 𝟏𝟏

𝟐 𝟏 𝟒 𝟑
5. , , , = _______________________
𝟑 𝟔 𝟗 𝟏𝟐

What did I get?

Fractions with different denominators are called dissimilar

fractions/ unlike fractions.
In comparing fractions, we use symbols greater than (>),
less than (<) and equal (=). We can use illustration or cross product
method to compare/
In arranging fractions, find first the fraction who is the smallest
fraction going to the biggest fraction. We can use fraction blocks to
visualize.

What can I show?

A. Directions: Shade the fractions on each illustration. Use the

symbols <, >, and = to show how the fractions compare. Write your
answer on the box provided.

𝟑 𝟏
1.
𝟓 𝟑
 𝟒 𝟓
2.
𝟕 𝟓

B. Direction: Shade the fractions on each illustration. Arrange the

fractions from least to greatest by putting your answer on the space
provided.

3.

__________ -> __________ -> __________

How’s my target now?

Directions: Encircle the letter of the correct answer.

1. Which of the following fractions has the lowest value?

A. B. C. D.
2. What symbol must be put in between the two figures to compare
it?

A. > B.< C. = D.≠

3. What symbol must be put in between to compare the two number
lines?

0 1 2 3 4 1 0 1 2 3 4 5 6 7 8 1
5 5 5 5 9 9 9 9 9 9 9 9

A. > B.< C. = D.≠

4. Which of the following set of fractions are arrange in increasing
order?
𝟏 𝟑 𝟑 𝟒 𝟒 𝟑 𝟑 𝟏
A. , , , C. , , ,
𝟐 𝟒 𝟖 𝟓 𝟓 𝟖 𝟒 𝟐
𝟑 𝟑 𝟒 𝟏 𝟒 𝟑 𝟏 𝟑
B. , , , D. , , ,
𝟒 𝟖 𝟓 𝟐 𝟓 𝟒 𝟐 𝟖
5. What is the correct decreasing order of the fraction below?
I.
II.
III.

A. I – II – III C. II – I – III
B. II – III – I D. III – II – I

What else can I do?

Directions: Arrange the following fractions using the fraction blocks.

Write your answer on a separate sheet of paper.
A. Ascending Order
𝟏 𝟑 𝟐 𝟓 𝟒
, , , ,
𝟓 𝟗 𝟕 𝟔 𝟖
B. Descending Order
𝟑 𝟕 𝟐 𝟓 𝟗
, , , ,
𝟒 𝟏𝟎 𝟐 𝟖 𝟏𝟏

References
➢ Lesson Guide in Elem. Math Grade 3. 2012.
➢ MELCs Grade 3 Math
➢ Teachers Guide, Math 3
 Development Team of the Module
Writer: KRISTIA T. RAGO
Editors:
Content Evaluators: MARITES T. RAGO
Language Evaluator: MARITES T. RAGO
Reviewer: MIRASOL I. RONGAVILLA
MARITES T. RAGO
DELIA V. GONZALES
Illustrator: KRISTIA T. RAGO
Layout Artist: LIEZLE V. DATUGAN
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MIRASOL I. RONGAVILLA, EPS Math
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan Taguig City
Telefax: 8384251
Email Address: sdo.tapat@deped.gov.ph