Detailed Lesson Plan for Grade 4

Subject: Mathematics 4
Suggested time: 60 mins.
Date: May 14, 2021

I. Objectives
At the end of the lesson, 95% of the pupils are expected to:

1. Identify the type of fraction such as Improper Fraction and Mixed

Number by participating in the activity.
2. Illustrate the Changing of Improper Fraction to a Mixed Number and
vice versa by making a Paper Pizza Pie.
3. Value the use of changing fractions in any real-life situations by
solving the given questions.

II. Content
a. Topic: Changing Improper Fraction to Mixed Number and Vice versa
b. Reference/s: Online Math 4 All. CONVERTING IMPROPER FRACTIONS
TO MIXED NUMBERS. Online Math 4 All. from
https://www.onlinemath4all.com/converting-improper-
fractions-to-mixed numbers.html

c. Learning Materials: Cartolina, Whiteboard Marker, White board

III. Procedures

Teacher’s Activity Learners’ Activity

A. Preliminary Activities

“Good morning Grade 2 students!” “Good morning teacher!”

“Everyone, please stand up.” (Students standing up)

“Before we begin the lesson this morning, (Students Praying)

let us ask the guidance of almighty God
to enlighten our mind to completely
understand our lesson this morning, may
I request Erica to lead the prayer?”

“Thank you, Erica! Before you take your (Students arranging their chairs and
seats, please arrange your chairs. Make picking up trashes and pieces of papers.)
sure that your table and chairs are
properly align and also, pick up the
trashes or pieces of paper under your
table.”
“If everything is settled, you can now sit
down for the checking of class “Thank you, Teacher!”
attendance by group.
We will start with:
Group 1 “No one is absent, teacher.”
Group 2 “No one is absent, teacher.”
Group 3 “No one is absent, teacher.”
Group 4. “No one is absent, teacher.”
Group 5 “No one is absent, teacher.”
Group 6 and lastly “No one is absent, teacher.”
Group 7” “No one is absent, teacher.”

“Wow! Very good. I’m happy that

everyone is present today.”
B. Motivational Activity

“This morning, I want to show you “Yes teacher!”

something I brought with me today. (Students raising their hands)
(Shows Fraction Circles/Pie made from
Cartolina) Anyone has an idea on what
these structure looks like? By the way, do
not forget our general rule to raise your
right hand if you want to answer.
Understood?”

“Okay, I saw Hannah raising her right “It’s looks like a Pie teacher.”
hand. Yes Hannah?”

“Yes, correct. Very Good! It looks like a

Pie and this is called the Fraction Circles
or Pie. Thank you, Hannah!”

“Who has made a circle like this before or (Students raising their hands)
divide the circle like this one? Raise your
right hand.”

“Oh wow! It seems like a lot of you

already knows how to make and how to
divide this Fraction Circle. That’s great!”

“Right now, we will be doing just a quick “Yes, teacher!”

activity using these Fraction Circle. Are
you excited?”
“Our activity for today will be easy and fun.
You just have to give me the pies that I
request you to give me. As we already
have our 7 groups, I’m giving this Fraction
Pie which are cut into slices, to each of the
groups. Whenever I ask you to give me a
piece you just have to post it on the board
and arrange it into a one circle. And let’s
find out together what are we going to
create with those pies. Also, I will be giving
10 points to the group who can give the
fraction of the pies that we are going to
make”

“Do you have any questions and “None so far, teacher!”

clarifications before we start?”

“Before that, I want you to go to your

respective groups. The Group 1 will be
seated here, Group 2 is beside Group 1,
Group 3 will be seated beside Group 2,
Group 4 will be seated behind the Group
1. Group 5 will be seated beside Group 4
and Group 6 will be seated beside Group
5. Group 7 will be seated behind group 5.
Leaders from each group, kindly lead your
groupmates in your respective areas. I’m
giving you 2 minutes to settle down. Are
the instructions clear? “Yes, teacher!”

“Okay you may now go to your groups.” (Students look for their groupmates)

“Is everyone settled now and in their “Yes, teacher!”

groups already?”

“Now may I request every leader to come (The group leaders are going in front
in front and get their group fraction circles getting their fraction circles or pies)
or pies?”

“So, are you all ready to share your pies “Yes, we are, teacher.”
with me?”
“Okay, now I want every group to share (Students posting the pies on the board)
one slice of their Fraction Circle/Pies with
me. You can now post it in the board.
One member only from each group.”

“Now, look at the pie that you’ve posted (Students raising their hands)
on the board. What do you observe?”

“I see Marc raising his hands. Yes, “The pies become a whole circle and
Marc?” there is one extra piece for the fraction
circle on the side.”

“Wow! Good observation Marc. You are

right! Very Good! Thank you. You may
take a sit now.”

“Right now, I want all the groups to think, (Students raising their hands)
what is the fraction represented by these
pies or Fraction Circle?”

“Yes, from group 7, Kyla?” 7

“Our group thinks that is teacher.”
6

“That is correct! Very good group 7. Each

one of you will have 10 points each. Thank
you! You may sit down.”

“Now, I will give additional points to the

group who can tell me what type of fraction (Students raising their hands)
7
is 6 and why can you say so?

“I see Joharra from Group 2 raising her “Our group thinks that it is an Improper
hand. Yes Joharra?” Fraction teacher, because the numerator
is larger than its denominator.”
“Very Good Group 2! You are correct!
Thank you. This is an Improper fraction.
Congratulations Group 2 you will also
have 10 points each.”

“Now, can anyone tell me if there’s other (Students raising their hands)
fraction that represents this fraction circle
or pie?”

“I see Jules from Group 5 raising his 1

“I think the other fraction is 1 .”
hands. Yes Jules?” 6

“Wow! That’s right! Very good! That is

1
the other fraction because 1 from 1
6
represents the whole fraction circle while
1
the is the 1 slice of pie from the whole
6
fraction pie. Thank you, Jules. You and
your groupmates will also have 10 points
each.”

“Now, can anyone tell me if there’s other

fraction that represents this fraction circle
or pie?”

“I see Melenie from Group 1 raising her “That is a Mixed Fraction or Mixed
hands. Yes Melenie?” number, teacher.”

“Nice job, Melenie. You are right! That is

a Mixed Number. Group 1 will also have
their 10 points. Thank you. You may take
a sit now.”
“For the remaining groups who hasn’t
called to say the right answer. Do not
worry because you will also get 5 points
each for a job well done in forming your
groups. Clap your hands everyone.” (Students clapping their hands)

C. Analysis

“Right now, as all of you now has an idea

on what are we going to tackle today.
Let’s head on right away with our
discussion this morning which is
Changing Improper Fraction to Mixed
Numbers. ”

A fraction tells us how many parts of a

whole we have. One can recognize a
fraction by the line or the vinculum that is
written between the two numbers.

We have a top number which is called the

Numerator and the bottom number is
called the Denominator.

What are the two fractions we encounter (Students raising their hands)
earlier?

“Camille is raising her hand, yes “The Improper Fraction and Mixed
Camille?” Number, teacher.”

“That is correct. Very good Camille.

Thank you.”

7
“This right here is the kind of fraction
6
called the Improper Fraction where the
numerator is greater than its denominator
1
and 1 is called the Mixed Number or
6
Fraction where the fraction has a whole
number on the side.”
 6 (Students raising their hands)
“I have another fraction here, the . What
6
6
do you think is the type of fraction is 6 ?

“I see Leah raising her hand. Yes Leah?” “It is an Improper Fraction, teacher.”

“Yes! Very good, Leah. This is also an

example of an Improper Fraction.”

“Right now, we are going to tackle how “Yes teacher!”

can an Improper Fraction changed into
Mixed Number and vice versa. Are you
ready to learn about it?”

“Okay can anyone give me one example (Students raising their hands)
of an Improper fraction that we can
change into Mixed Number?”

“Andrew is raising his hands. Okay

Andrew, go on the board and write one
example of an Improper fraction.”

9
“Correct! 6 is an example of an Improper
Fraction. Good job! Thank you, Andrew!”

9
“Right now, we are going to change to
6
a Mixed Number. First thing that we’re
going to do, is divide the numerator by the
denominator. We will divide 9 to 6, so we
will get 1 as our answer which has a
remainder 3. Then we will have the
number 1 as our whole number, 6 will be
our denominator and 3 will be our
3
numerator. And now we have 1 as the
6
mixed number as a result in converting the
Improper Fraction.”
“Now, can anyone give me and example
of a Mixed Number and write it on the
board?”

“I see Jeger raising his hand. Yes, Jeger

please write it on the board.”

1
“Yes, that’s right 24 is an example of a
Mixed Number. Very good, Jeger! Thank
you!”

“Now we will change this Mixed Number

that Jeger wrote on the board into an
1
Improper Fraction. We have here 24 , the
first thing that we will do is to multiply the
whole number part by the fraction's
denominator. So, we will multiply 2 and 4,
and we will have 8. The number 8 will be
added to the numerator which is 1, then we
will have 9 as the answer and we will write
9 or the result on top of the denominator.
We just copy the denominator which is 4,
9
then we will have the Improper Fraction 4
as our answer.”

“Do you get it now, class?” “Yes, teacher!”

“Okay let’s have a little recap first.

Everyone, what is the fraction that has a “Mixed Number, teacher.”
whole number on the side of a fraction?”

“Very good, everyone! How about a

fraction which has a larger number of
numerator than its denominator?” “An Improper Fraction, teacher.”

“Good job everyone! Now we will proceed

to our next activity this morning.”
D. Abstraction

“To assess that you really learn our

discussion this morning, we will be having
our group activity but right now we will only
be having two groups only, 1,2,3 will be the
Group 1 as there are more plenty of
members in these 3 groups and 4, 5, 6 and
7 will be the Group 2 to have a balance
number of members.”

“Now, prepare the paper plates, scissors

and glue that I ask you to bring yesterday
and I will give you this cartolina. Our
activity today is called the Make a Pizza
Pie. Here’s how to do this activity, First,
change the Mixed Number into an
Improper Fraction or Change the Improper
Fraction into a Mixed Number. Then, I
want you to illustrate the fractions by
cutting out the paper plates and label them
like in the example, until it represents as
the fractions that you write on your
cartolina. The given fraction for the Group
1 will be different from the Group 2. After
that, paste it on the cartolina.

“This is the example on how will you

illustrate the fractions.”

3
Given Mixed Number: 1
4

7
Answer:
4

“Do you have all the materials needed for “Yes, teacher!”
our activity?”
“Our activity today consists of 2-items,
each item is equivalent to 10 points each
so if you illustrated it accurately then you
will have a total of 20 points for our
activity today. “

“Do you have any questions and “None so far, teacher!”

clarifications?”

“Be careful in using the scissors class. If “Yes, teacher!”

you find it hard to cut it, do not hesitate to
ask for my assistance. Okay? Are we
clear?

“So, this will be the fraction to be illustrated

by the Group 1.”

2
Given Mixed Number: 3 3

Answer: __________

“And this will be the fraction for the Group

2.”

5
Given Mixed Number: 2 8

Answer: __________

“After you receive your cartolina’s, you “Okay, teacher!”

may start right away. Have fun, okay?”
“Okay, both groups are done. Let’s check!”

“Wow! Congratulations to both of the

groups! Everyone got a perfect score for
this activity. Great job everyone! Give (Students clapping their hands)
yourself a big clap!”

E. Application

“Right now, please go back on your proper

seats and I want you to answer this
following questions individually.”

Direction: Write the fraction being asked in

the following problems.

12
1. After dinner, the Roberts family had 8
pizza left. How is that written in Mixed
Number?
15
2. Anry had run 4 laps so far. What is that
written as a mixed number?

7
3. A recipe called for 2 cups of flour. How
many cups of flour are needed in Mixed
Number?

4. After your mom bought 3 pies, she told

6
you to give 1 . What is that written as an
2
Improper Fraction?

5. There are 3 whole apples and a half

apple, so it will be written as?
IV. Assessment/Evaluation

Direction: Change the following Improper fractions into Mixed Number and change the
following Mixed number into Improper fraction.

15 1
1. = 6. 4 =
4 4

24 4
2. = 7. 2 =
6 9

17 5
3. = 8. 5 =
6 6

13 3
4. = 9. 3 =
2 7

19 2
5. = 10. 5 =
5 3

Prepared by:

BLESS GARLYN N. CAVITE