4TH Grading Lesson Plan in Mathematics

I.Objective:
Represent fractions using region, sets and number lines.

II.Subject Matter:
Representing Fractions using Regions, Sets, and Number Lines
LM. Page 204-207
T.G. page 225-228
C.G.-M3NS-IIIb-72.5 page 68
Materials:
Pictures
Connecting cubes
Charts

III.Procedures:
A. Review:
Name the fractional part with an X in each given figure.

1. X X 3. X
2.

_______ _______ ________

B. Motivation:
Teacher shows a picture of a cake.
Ask: When do we usually prepare a cake?
What would you do if you and your two friends had to share one rectangular cake? How will you
divide the cake? If you divide it equally, what trait do you demonstrate? ( ESP Integration)
C. Presentation:
Our lesson now is representing fractions using regions, sets, and number lines.
D. Discussion ( Modeling Skills #1)
1.) Representing fractions using regions
 Teacher show a grid paper for the coloring of the parts for the following activity.
 Teacher draw a 3x3 square region. Color 3 squares and tells the fractional part of the region
colored and write the fraction form of the shaded portion
 Teacher draw a 1X5 rectangular region, color 2 squares and tell what part of the rectangular
region is not shaded or colored and write the fraction form of the unshaded portion.
 Teacher draw a region with 24 squares.
 Teacher may draw a 4x6, a 3x8, a 2x12, or a 1x24 rectangular region)
 If colored one half of the region, there are 12 squares are colored or shaded.
 Teacher explains using the drawing.
2.) Representing fraction using sets
>Teacher post the ff. illustrations on the board.

SET A.
SET B.
SET C .

>Teacher explains each set of objects using an organizer/ table.

SET FRACTION FOR THE SHADED PART FRACTION FOR THE UNSHADED
PART
A
B
C
  In set A, how many mangoes are shaded? What part of the set is shaded? Not shaded?
Teacher wite the fraction for the shaded part and unshaded part. How many more mangoes
should we shade to show ½?
 Teacher explains the answer, so with the objects in set B and C.

3.Representing fractions using number line

> Teacher represnts the fractions using number line.

Figure A

Figure B

Figure C

 Teacher explains each figure and write each fractional part of each number line on the board.

E. Discussion ( Guided Practice skills #2)

 The teacher will give different activities and guide the pupils to answer it. (Post the activities
on the board)
 Hinganli ang fractional part sa shaded nga bahin sa mosunod.

1. 2. 3. 4.

 Kolori ang “figure” ug isulat ang “fraction” sa simbolo.

1. Four-eights 2. Two-fourths 3. Six-tenths 4. One-thirds

F. Guided Practice ( Group Activity )

Group 1
Direksiyon: Hinganli ang “fractional part” sa “shaded” nga bahin sa mosunod. Isulat ang tubag sa
blangko.

1. 2. 2. 3.

Group 2
Direksiyon: Unsa nga bahin sa matag grupo ang “shaded”? Isulat ang “fraction” sa blangko.
1. 2.
 3.

Group 3
Direksiyon: Unsa nga bahin sa matag grupo ang “unshaded”?Isulat ang fraction sa blangko.

1. 2.

Group 4
Direksiyon: Isulat ang “fractions” sa mosunod nga hulagway.
1. Gipanitan nga saging 2. Wala ukbi nga libro 3. Gikoloran nga balimbing

Group 5
Direksiyon: Isulat ang “fractions” sa mosunod nga hulagway.
1. Nibuto nga “balloon” 2. Walay sulod nga baso 3. Walay bulak nga sudlanan

G. Application/Valuing
 During your activity, did you help each other?___ Why? ___
 The teacher gives pupils another activity to answer.

Direksiyon: Isulat ang “fraction” sa number line segments.

1.

2.

3.
H. Generalization:
 How can fraction be represented?

Fractions can be represented through regions, sets, and

number line.

I. Evaluation:

A. Ipakita ang “fraction” sa matag grupo nga shaded. Isulat kini sa blangko.

1. ______

2. ______

3. _____

B. Ipakita ang “fraction” sa number line segments nga anaa sa ubos.

4.

5.

J. Assignment:

Direksiyon: Unsa nga bahin sa matag grupo ang unshaded”

1. 3.

2. 4.
 Prepared by:
MELY C. SARMIENTO
Teacher I

Observed by:
JOCELYN Q. SUMAMBAN
School Head

Date Observed: May 18,2023

Time: 1:oo- 2:20 pm