LESSON PLAN IN MATHEMATICS IV

September 19, 2016 Monday

6:00-6:50 IV-RIZAL
7:30-8:20 IV-MABINI
10:30-11:20 IV-JACINTO

Lesson 31 : IDENTIFYING PROPER FRACTIONS, IMPROPER FRACTIONS AND MIXED NUMBERS

OBJECTIVEi Identify proper fractions, improper fractions, and mixed numbers
Value Focus: Helpfulness
Prerequisite Concepts and Skills:
 Visualizing and representing fractions that are less than one, equal to one, and greater than one

Materials: Pictures showing fractional parts

References: K to 12 Grade 4 Curriculum Guide, LM Math Grade 4 pages 102-104

INSTRUCTIONAL PROCEDURE:
A. Preliminary Activities
1. Drill
Have a drill on visualizing and identifying fractions using pictures
Example: Write the fractional part of the boxed picture.

2. Review
Have a review on representing fractions through sets, regions, etc. Provide exercises where pupils will
represent fractions through sets, regions, etc.

3. Motivation
Ask: How many of you go to the market with your parents? What do you buy from the market? Why do
you have to go to the market with your parents?

B. Developmental Activities
1. Presentation
Present this problem to the class.

One Saturday morning, Albert accompanied his mother to the market to buy
ingredients for their dish. They bought ¾ kilogram of potatoes, 5/4 kilograms of chicken,
and 1 ¾ kilograms of potatoes. Albert carried the ingredients in going home.

Ask these questions:

What ingredients did Albert and his mother buy?
What do you think is Albert’s mother going to cook?
What kind of a boy is Albert?
Will you do the same to your mother?
2. Performing the Activities
Group the pupils into six working teams and have them perform the tasks.
Using regions, let the pupils illustrate the fractions used in the problem. Have them identify the kinds of
fractions shown by the regions. Let them present their output.

¼ kg ¼ kg ¼ kg ¼ kg ¼ kg ¼ kg ¼ kg
¼ kg
1 kg
¼ kg ¼ kg ¼ kg ¼ kg ¼ kg ¼ kg ¼ kg ¼ kg

¾ kg 5/4 kg 1 ¾ kg

Less than one whole more than one whole Combination of a whole and
part of a whole
3. Processing the activities
After the activity, ask the pupils to say something about the activity.
Ask: What can you say about the first fraction? Can you give other examples?
What can you say about the second fraction? Can you give other examples?
What is a mixed number?
Introduce the term proper fraction for a fraction whose numerator is smaller than the
denominator; improper fraction for a fraction whose numerator is equal to or greater than the
denominator; and mixed number for a fraction which is a sum of a whole number and a fraction.

4. Reinforcing the Concept and Skill

Using flash cards with fractions (proper fraction, improper fraction, and mixed number), choose three pupil
leaders to hold the signs: Proper fraction, improper fraction, and mixed number. Let pupils group themselves into
three and by groups, let them form their lines at the center.
The teacher flashes the cards. The first group will go to the pupil leader to give the answer for the card. Once
finished answering, they will go back to their own seats.
Examples: 8/7 5/9 6¾ 12/5 4 1/8 4/5 9/2

Discuss the presentation on page 102 of LM Math Grade 4, then give the following exercises.
Write P if the given is a proper fraction, I if it is an improper fraction, and M if it is a mixed number

______1. 6/11 ______3. 15/6 _____5. 7/18

______2. 1 2/7 ______4. 3/8

5. Summarizing the Lesson

Lead the pupils to generalize as follows:
A fraction whose numerator is less than the denominator is called proper fraction. It is a fraction greater
that 0 but less than 1.
A fraction whose numerator is equal to or greater than the denominator is called improper fraction. It is a
fraction equal to or greater than 1.
A fraction which is a combination of a whole number and a proper fraction is called a mixed number.

6. Applying to New and Other Situations

Write the given fractions in the appropriate column.
8/7 5/9 6¾ 12/5 6¾
C. Assessment
Ask the pupils to answer the exercises under Keep Moving in page 103 of LM Math Grade 4.
Have the pupils answer the following:
Put the fraction under its correct name.
Check the answer after the given time.

9/8 3/7 13/11 3 4/10 19/16

15/17 7 5/6 7/5 21/9 6/13

Proper Fraction Improper Fraction Mixed Number

D. Home Activity
Write P is the given is a proper fraction, I if improper fraction and M if mixed number.

________1. 6 8/10 _______3. 27/15 ______9 5/8

________2. 9/8 _______4. 4/5
 LESSON PLAN IN MATHEMATICS IV
Date: ______________ Day: _________________
6:00-6:50 IV-RIZAL
7:30-8:20 IV-MABINI
10:30-11:20 IV-JACINTO

Lesson 32 : CHANGING IMPROPER FRACTIONS TO MIXED NUMBERS AND VICE VERSA

OBJECTIVE: Change improper fractions to mixed numbers and vice versa
Value Focus: Being helpful
Prerequisite Concepts and Skills:
 Operations of whole numbers
 Identifying proper fraction, improper fraction, and mixed number

Materials: ball, flash card (division and multiplication and division)

References: K to 12 Grade 4 Curriculum Guide, LM Math Grade 4 pages 105-107

INSTRUCTIONAL PROCEDURE:
A. Preliminary Activities
1. Drill
Use flash cards for the basic facts in multiplicatin and division. Find the product/quotient.
Example:
4x6 6x7 5x4 3x9 8x5
15/3 35/5 48/6 22/2 18/3

2. Review
Conduct a review on identifying proper fractions, improper fractions, and mixed numbers through “Pass
the Ball Game.” Play a music while a pupil passes the ball to another. This continuous until the music stops. (The
teacher decides when to stop the music.) As soon as the music stops, whoever pupils holds the ball will stand and
identify whether what is written on the flash card is a proper fraction, improper fraction, or mixed number.
Examples:
11/5 3 7/8 8/11 4 9/10 ¾
3. Motivation
Ask: How often do you have visitors during weekends? What do you do if you have visitors? How can
you entertain the visitors? Infuse the value of extending help to the family in every little way.

B. Developmental Activities
1. Presentation
Present the following problems.

Problem 1
Mother baked cassava cakes for her visitors. She asked Maria to slice the cakes
into eighths. When Maria ate one slice, she noticed that she made 23/8 cakes. How many
whole cakes and slices will be served to the visitors?
What did mother bake for her visitors?
How many slices of cakes did mother request Maria to prepare?
How many eighths did Maria make out of the cassava cakes?
What does the problem ask for?
How will you solve the problem?
 Problem 2
Aling Nena bought 2 ¾ kilograms of beef. How many fourths of a kilogram of beef does she have?
Ask: How many kilograms of beef did aling Nena buy?
What does the problem ask for?
How will you solve the problem?

2. Performing the Activities

Ask the pupils to group into five.
Have them solve the two problems.

Problem 1:
Solution 1: By drawing regions

8/8 7/8 8/8

1 whole + 1 whole = 2 wholes and 7/8 or 2 7/8

Solution 2: By division
23/8 = 23 / 8 = 2 remainder 7

Express the remainder as a fraction 23/8 = 27/8

3. Processing the activities

Ask pupils what they did to arrive at an answer to each problem.
For Problem 1:
 We used regions to show 23/8
 We counted how many eights (1/8 s) there are in all 23/8.
 We formed a whole number, then wrote the remaining parts as a fraction.

4. Reinforcing the Concept and Skill

Discuss the presentation under Explore and Discover on page 105, LM Math Grade 4, then given the
following activities:
Change the following to mixed numbers or improper fractions.
1) 4 ¾ 2) 7 5/6 3) 27/5 35/8

5. Summarizing the Lesson

Lead the pupils to generalize as follows:
 To rename an improper fraction as a mixed number or whole number, divide the numerator by the
denominator and express the remainder if any, as a fraction.
 To rename a mixed number as an improper fraction, multiply the denominator by the whole
number, then add the numerator to the product. Write the sum over the given denominator.
6. Applying to New and Other Situations
Let pupils answer the exercise under Apply Your Skills on page 107, LM Math Grade 4.
C. Assessment
Change the following fractions to improper fractions or mixed numbers
1) 13/2 2) 12/2 3) 8 5/8 4) 6 7/10 5) 15/7
D. Home Activity
 Fill in the blanks with the correct number.
1) 8/3 = ____ 2/3
LESSON PLAN IN MATHEMATICS IV
Date: ____________________ Day: ________________
6:00-6:50 IV-RIZAL
7:30-8:20 IV-MABINI
10:30-11:20 IV-JACINTO

Lesson 32 : CHANGING IMPROPER FRACTIONS TO MIXED NUMBERS AND VICE VERSA

OBJECTIVE: Change improper fractions to mixed numbers and vice versa
Value Focus: Being helpful
Prerequisite Concepts and Skills:
 Operations of whole numbers
 Identifying proper fraction, improper fraction, and mixed number

Materials: ball, flash card (division and multiplication and division)

References: K to 12 Grade 4 Curriculum Guide, LM Math Grade 4 pages 105-107

INSTRUCTIONAL PROCEDURE:
A. Preliminary Activities
1. Drill
Use flash cards for the basic facts in multiplicatin and division. Find the product/quotient.
Example:
4x6 6x7 5x4 3x9 8x5
15/3 35/5 48/6 22/2 18/3

2. Review
Conduct a review on identifying proper fractions, improper fractions, and mixed numbers through “Pass
the Ball Game.” Play a music while a pupil passes the ball to another. This continuous until the music stops. (The
teacher decides when to stop the music.) As soon as the music stops, whoever pupils holds the ball will stand and
identify whether what is written on the flash card is a proper fraction, improper fraction, or mixed number.
Examples:
11/5 3 7/8 8/11 4 9/10 ¾
3. Motivation
Ask: How often do you have visitors during weekends? What do you do if you have visitors? How can
you entertain the visitors? Infuse the value of extending help to the family in every little way.

B. Developmental Activities
1. Presentation
Present the following problems.

Problem 1
Mother baked cassava cakes for her visitors. She asked Maria to slice the cakes
into eighths. When Maria ate one slice, she noticed that she made 23/8 cakes. How many
whole cakes and slices will be served to the visitors?
What did mother bake for her visitors?
How many slices of cakes did mother request Maria to prepare?
How many eighths did Maria make out of the cassava cakes?
What does the problem ask for?
How will you solve the problem?
 Problem 2
Aling Nena bought 2 ¾ kilograms of beef. How many fourths of a kilogram of beef does she have?
Ask: How many kilograms of beef did aling Nena buy?
What does the problem ask for?
How will you solve the problem?

2. Performing the Activities

Ask the pupils to group into five.
Have them solve the two problems.

Problem 21:
Solution 1: By drawing regions

4/4

4/4

¾ ¾

3. Processing the activities

Ask pupils what they did to arrive at an answer to each problem.
For Problem 2:
 We drew regions to show 2 ¾
 We divided the numerator by the denominator, then expressed the remainder as a fraction.
Provide immediate feedback remedial measures to incorrect answers.
Emphasize that the first example shows the process on how to change an improper fraction to a mixed
number, while example 2 shows the process on how to change a mixed number to an improper fraction.

4. Reinforcing the Concept and Skill

Discuss the presentation under Explore and Discover on page 106 and 107, LM Math Grade 4,

5. Summarizing the Lesson

Lead the pupils to generalize as follows:
 To rename an improper fraction as a mixed number or whole number, divide the numerator by the
denominator and express the remainder if any, as a fraction.
 To rename a mixed number as an improper fraction, multiply the denominator by the whole
number, then add the numerator to the product. Write the sum over the given denominator.
6. Applying to New and Other Situations
Let pupils answer the exercise under Apply Your Skills on page 107, LM Math Grade 4.
C. Assessment
Change the following fractions to improper fractions or mixed numbers
1) 13/2 2) 12/2 3) 8 5/8 4) 6 7/10 5) 15/7
D. Home Activity
Fill in the blanks with the correct number.
 1) 8/3 = ____ 2/3

LESSON PLAN IN MATHEMATICS IV

Date: ______________________ Day: ________________
6:00-6:50 IV-RIZAL
7:30-8:20 IV-MABINI
10:30-11:20 IV-JACINTO

Lesson 33 : CHANGING FRACTIONS TO LOWEST TERMS

OBJECTIVE: Change fractions to lowest terms
Value Focus: Helpfulness and industry
Prerequisite Concepts and Skills:
 Dividing numbers
 Prime and composite numbers
 Finding the greatest common factor

Materials: flash cards, charts, ICT presentation

References: K to 12 Grade 4 Curriculum Guide, LM Math Grade 4 pages 108-110

INSTRUCTIONAL PROCEDURE:
A. Preliminary Activities
1. Drill
Conduct a review on writing a number as a product of its prime factors using factor tree or continuous
division. Then give the following exercises:
Find the prime factors of the following using factor tree or continuous division.
1. 16 2. 28 3. 45 4. 64 5. 72

2. Review
Conduct a review on finding the GCF using prime factorization, listing method, and continuous division.
Then, give the following exercises.
1) 12 and 18 2) 16 and 48 3) 12 and 64 4) 18 and 27 5) 14 and 54

3. Motivation
Talk about doing household chores.
Ask: Who among you enjoy helping your mother do the home chores? Why do you have to help? If you
do home chores, what benefits can you get from them?

B. Developmental Activities
1. Presentation
Present the situation on page 108, LM Math Grade 4.
Ask the pupils to read and understand it. Then, ask the following questions:
Who helps Edward in cleaning the backyard?
How many hours do they spend cleaning the backyard?
How will you describe Nhel?
What does the problem ask you to find?
Instill the value of sharing a fraction of one’s time to help.
How will you solve for the answer to the problem?
 2. Performing the Activities
Encourage pupils to work by pairs.
Expected answer:
To change 2/24 to lowest term,
Solution: Finding the GCF of 2 and 24

a. by listing method
Factors of 2: : 1,2
Factors of 24: 1,2,3,4,6,8,12,24
b. By dividing the numerator and denominator by their GCF.
2 = 2 2 = 1
24 24 2 12
c. By using prime factorization, cancellation of common prime factors, then multiplying the remaining
factors to get the answer.
2 = 1x2 = 1
24 1 x2x2x2x3 12

3. Processing the activities

Ask a follow up, request some pupils to show and discuss their answers.
Ask: How did you solve the problem?
How did you change 2 to lowest term?
24
Expected answers:
 We solved for the GCF first, then divided the numerator and denominator by the GCF to get the fraction
in lowest term
 We wrote each number as a product of its prime factors. Then, we cancelled the common prime factors,
and multiplied the remaining prime factors to get the numerator and denominator of the fraction in lowest
term.

4. Reinforcing the Concept and Skill

Ask pupils to answer A, B, and C exercises under Get Moving, pages 108 and 109 LM Math Grade 4. After
the given time, check the pupils’ answers.
Allow pupils to answer exercises A and B under Keep Moving, pages 109 and 110 LM Math Grade 4. Check
the pupils’ answers.
5. Summarizing the Lesson
Lead the pupils to generalize as follows:
 A fraction is in its lowest term if the numerator and the denominator have no other common
factor except 1.
 To reduce a fraction to its lowest term, divide the numerator and the denominator by their GCF.
6. Applying to New and Other Situations
Let pupils answer the problems under Apply Your Skills, page 110, LM Math Grade 4.
C. Assessment
Express each fraction to its lowest term.
1) 8 2) 9 3) 6 4) 4 5) 3
10 12 15 12 18
D. Home Activity
Fill in the blanks with the correct numerator or denominator.
1) 3 = ____ 2) 4 = ______ 3) 7 = 14 4) 6 = ____
 4 12 5 15 9 9 18
5) 6 = 24 6) ____ = 4 7) ____ = 15 8) 5 = 25
7 4 16 7 21 9