Q2 Lesson Exemplar for Mathematics Grade 4 (DepEd) 2024-2025 PDF

4 Quarter 2 1 Lesson Exemplar Lesson for Mathematics 7 Lesson Exemplar for Mathematics Grade 4 Quarter 2: Lesson 7 (Week 7) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG...

4 Quarter 2 1 Lesson Exemplar Lesson for Mathematics 7 Lesson Exemplar for Mathematics Grade 4 Quarter 2: Lesson 7 (Week 7) SY 2024-2025 This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024- 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writer: Rosalie P. Cayabyab, EdD. (City College of San Fernando Pampanga) Validators: Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila) Lalaine Ann F. Manuel, Ph.D. (Central Luzon State University) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. MATHEMATICS / QUARTER 2 / GRADE 4 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content Addition and subtraction of similar fractions, including mixed numbers. Standards B. Performance Perform addition and subtraction of similar fractions, including mixed numbers. Standards C. Learning Learning Competency Competencies 1. Determine the basic concepts of fractions. and Objectives 2. Differentiate a proper fraction from an improper fraction and mixed numbers. 3. Identify a given fraction as proper fraction, an improper fraction, and a mixed number. 4. Change improper fractions into mixed numbers, and vice versa. 5. Plot fraction with denominators 2, 4, 5, and 10 on the number line. C. Content Fractions a. Basic Concepts of Fractions b. Kinds of Fractions c. Fractions on a Number Line d. Changing Improper Fractions to Mixed Numbers and vice versa D. Integration Values of sharing and fairness II. LEARNING RESOURCES CUEMATH. (2013). Retrieved from https://www.cuemath.com/numbers/fractions-on-number-line/ Jalon, H. F. et. al. (2019). Phoenix Math for the 21st Century Learners. Phoenix Publishing House, Inc., Quezon City Misa, E. L. (2019). The World of Mathematics and Beyond. Brilliant Creations Publishing, Inc., Quezon City Yn, G. U. (2017). Our World of Math. Vibal Group, Inc., Quezon City 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 Teachers may present other Knowledge 1. Short Review figures. 3 Study the pictures below. Which figure or diagram represent the fraction 4 ? Learners will recall their knowledge about fractions. (Fraction as part - to- whole (a) concept. Fraction as quotient concept. Fractions on a number line) (b) (c) They can also draw on the board their own examples of fractions. Do brainstorming and lead the learners to the recollection of fraction concept. Learners may observe in their 3. Ask the learners why (c) is not a correct representation of 4 Ask the learners to surroundings (classroom) and give example of a fraction and ask them to represent the fraction with a diagram. may look for some representations of fractions. 2. Feedback (Optional) B. Establishing 1. Lesson Purpose The given problem (in Lesson Lesson Purpose Father bought a pizza for his 5 children. He divided the pizza into 8 equal parts. proper) should be used to lead 5 What part of the pizza was left if he served to his family? the learners to the meaning of 8 fraction as part of a whole and the key terms related to fraction 2. Unlocking Content Area Vocabulary like numerator and denominator. The teacher may ask the learners if they can still recall the definition of Fraction. 5 Use the example given: The teacher may do the following 8 to guide the learners: a) Ask the learner to draw the figure to represent the pizza on the board. b) Then ask a student to shade A fraction is used to represent a part of a whole. 5 of the pizza. It is written as two numbers separated by a fraction line. 8 The number above the line is called the numerator, and the number below the line is called the denominator. 2  c) Ask the learner what fraction represents the unshaded 3 part of the pizza. (Answer: ) 8 After the value integration, the teacher will lead the learners to the kinds of d) Then guide the learners on fractions. the meaning of fraction as a part of a whole, the meaning of numerator and denominator. e) From the given problem, the teacher may ask the learners what good values may be associated with the concept of fraction. f) The teacher may cite other examples of real-life situations wherein fraction and the value of sharing are applied. C. Developing and SUB-TOPIC 1: Kinds of Fractions Deepening 1. Explicitation Understanding Ask the learners to make comparisons between the numerators and the 2 7 1 4 6 denominators. 5 9 8 7 13 Lead the learners to the following ideas: The numerator is smaller than the denominator. The value of each fraction is less than one but greater than zero. These are called proper fractions. Ask the learners to make comparisons between the numerators and the 10 9 13 11 21 7 denominators. 3 6 5 11 8 7 The numerator is greater than or equal to the denominator. The value of each fraction is greater than one or equal to one. These are called improper fractions. 3  3 1 6 2 5 Observe the following fractions: 14 12 9 5 11 85 77 The fractions are combinations of a whole number and a proper fraction. The teacher will give other These are called mixed numbers. examples of fractions. 2. Worked Example The teacher will ask the learners to give their own examples of: PROPER IMPROPER MIXED NUMBER FRACTION FRACTION _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ 3. Lesson Activity A. Identify the following fraction as proper, improper or mixed Answers: ____________________1. 8 3 7 ____________________6. 10 10 A. 14 5 1. Proper Fraction ____________________2. ____________________7. 2. Improper Fraction 6 13 ____________________3. 7 1 ____________________8. 22 3. Mixed Number 15 11 8 14 4. Improper Fraction ____________________4. 8 ____________________9. 14 5. Proper Fraction 1 2 ____________________5. ____________________10.18 6. Mixed Number 60 7 7. Proper Fraction B. Given the following fractions in the rectangle, encircle all proper fractions, 8. Improper Fraction box all improper fractions and underline all mixed numbers. 9. Improper Fraction 10. Mixed Number B. 4 DAY 2 SUB-TOPIC 2: Fractions on Number Line 1. Explicitation Opener: Fractions may be represented in different ways. The fraction 3 can be The teacher will give other 4 examples. (Board work) represented in different ways as shown on the table below. Another visual way to understand and compare the values of different fractions is through the use of a number line. A number line is a straight line with numbers marked at equally spaced intervals. 2. Worked Example How to represent fractions on a number line? In facilitating worked example, Step 1: Draw a horizontal line. teachers are advised to guide the Step 2: Locate 0 and 1 on the number line (horizontal line). learners in understanding the Step 3: Divide the distance between 0 and 1 into two equal lengths. The concepts and processes involve number of equal parts should match the denominator of the fraction you in each example. want to represent. 1 Example 1: Represent 2 on the number line. Active participation of the Step 1. Draw a horizontal line and locate 0 and 1 as shown below. learners must be observed. Peer groupings maybe implemented to allow class interaction with the 1 guidance of the teacher. Step 2. To locate , divide the 2 distance between 0 and 1 into two equal lengths. 5 Example 2: Represent on the number line. 1 For worked example 1: It must 4 be cleared to the learners that Step 1. Draw a horizonal line and locate 0 and 1 as shown below. 1 the fraction 2 on the number line is the distance between 0 and 1 the marking labeled as 2, thus 1 Step 2. To locate 4 , divide the 1 two of these 2 will give the next distance between 0 and 1 into four marking, which is 1, or the equal parts. distance between 0 and 1. 1 Example 3: Represent 5 on the number line. For worked Example 2: It must Step 1. Draw a horizontal line and locate 0 and 1 as shown below. be cleared to the learners that 1 the fraction 4 on the number line is the distance between 0 and 1 1 the marking labeled as 4 , thus Step 2. To locate , divide 1 5 the distance between 0 and two of these 4 will give the next 1 1 into five equal parts. marking, which is 2. For worked example 3. Example 4. Write the missing fraction on the number line. Note: It must be cleared to the 1 learners that the fraction on 5 the number line is the distance between 0 and the marking 1 1 Answer: 2 , 5 1 or 14 , 6 or 1 2 labeled as 5, thus two of these 5 4 4 4 4 2 is equal to two-fifths, 5. Example 5. Show the following fractions on a number line. For worked example 4: 5 a. 10 To help the learners, discuss the relationship of each distance and the markings. The learners must 3 recognize the location or the b. 1 4 distance that is equal to 1 and 2. 6 3. Lesson Activity For worked example 5: A. Represent the following fractions on a number line. Brainstorming/discussion on 2 1. 10 2 3.1 5 6 5. 7 how to represent the given 1 3 fractions with the learners is 2. 3 3 4. 8 highly encourage. B. Locate the following fractions by writing the letter on the number line below that corresponds to each fraction. The teacher will give more 7 1 3 A. 10 B. 10 C. 10 examples when needed. (Board work) Answers: 1. 2/10 DAY 3-4 SUB-TOPIC 3: Changing Improper Fractions to Mixed Numbers and vice versa 2. 3 1/3 1. Explicitation 7 Opener: Mirabel wants to bake a cake for Teachers’ Day. She needs cups of all- 2 7 purpose flour. However, she finds it difficult to measure cups using her 3. 1 2/5 2 available baking tools. How can you help Mirabel in preparing the all—purpose flour? 4. 3/8 The teacher may ask the learners of the possible solutions. Then, the teacher will lead the discussion to the lesson for the day. 5. 6/7 2. Worked Example 7 We can help Mirabel by changing 2 which is an improper fraction to a mixed B. number. 7 Example 1: Express in mixed number form. 2 1 If each cup of purpose flour is represented by the fraction strip below, For worked example 1: 2 𝟏 = cup of purpose flour If the meaning of fraction as an 𝟐 operation (division), was not How many copies of this will be needed to complete 7 cups? discussed with the learners, 2 allow few minutes for the Answer: seven cups discussion of it. It is important, so the learners can connect with the method that will be presented after the modeling. 7 Rearranging these fractions bars will lead to this fraction strips. 1 What mixed number corresponds to this set of fraction strips? Answer: 3 2 7 1 So, 2 cups of all-purpose flour are equivalent to 3 2 cups of flour. Let the learners understand the relationship presented above. 7 1 That 2 is equivalent to 3 2 7 Then, bring the learners to the division concept of fraction, that is 2 (seven- halves) may be treated as 7 ÷ 2. Ask the learners to divide 7 by 2. Then let them see the mixed 1 number 3 in the answer. 2 Lead the learners to making conclusion on how to change improper fraction to mixed number. To write an improper fraction as a mixed number, divide the numerator by the denominator. The quotient is the whole number, the remainder becomes the new numerator, and the denominator remains the same. Meanwhile, we can also change mixed number to an improper fraction. 1 Example 2: Write 4 2 as an improper fraction. 1 Ask the learners to represent 4 using fraction strips. 2 8  9 Then, ask: How many halves are there? (Answer: 9 halves, in symbol: ) 2 𝟏 𝟗 So, 𝟒 𝟐 = 𝟐 , guide the learners to see the connection of the mixed number and the improper fraction. They must realize that when 4 and 2 are multiplied and the product is added to 1, they will get 9. The denominator is just the same. 5 Example 3: Write 6 7 as an improper fraction. (Tell the learners to use the method observed in example 2). Solution: The teacher may give more 47 5 = 7 is the improper fraction form of 6 7 examples when needed. Then lead the learners to the rule on changing mixed number to improper fraction. For Lesson Activity: Board work: To write a mixed number as an improper fraction, multiply the The teacher may ask a learner to denominator and the whole number, then add the product to the solve on the board, while other numerator. The denominator remains the same. learners will solve on their seats and compare their answers. 3. Lesson Activity Answers: A. Convert the following mixed numbers to improper fractions. A. 5 1. 2 7 __________ 8 3. 10 7 __________ 1. 19/7 1 2 2. 16/5 2. 3 __________ 4. 13 __________ 3. 78/7 5 5 4. 67/5 B. Convert the following improper fractions to mixed numbers. 31 1. 3 __________ B. 1 22 1. 10 2. 5 __________ 2 3 40 2. 45 3. __________ 4 62 3. 10 4. __________ 2 6 4. 10 51 6 5. 3 __________ 5. 17 9  D. Making 1. Learners’ Takeaways Generalizations The teacher will ask the learners of the important lessons they’ve learned. Teacher will explain and emphasize values gained in the lesson by citing examples. 2. Reflection on Learning The teacher may ask the following questions to the learners: 1. Is it important to learn fraction? 2. As a student, friend and a child, how can you apply fractions in your everyday lives? 3. What values can we learn in studying fraction? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating DAY 5 Answers: Learning 1. Formative Assessment A. A. Identify the following as proper, improper and mixed. 1. improper 6 1 __________1. __________6. 2 6 2. mixed number 6 4 13 3. proper __________2. 5 11 __________7. 13 4. proper fraction 12 81 __________3. 15 __________8. 5 5. improper 5 8 6. mixed number __________4. __________9. 21 17 26 9 80 7. improper __________5. 3 __________10. 100 8. improper 9. mixed number B. Plot the following fractions on a number line. 10. proper 2 2 6 1 5 1. 5 2. 4 3. 10 4. 5 5. 110 10 C. Change the following improper fraction to mixed number. B. 7 32 40 2 1. 6 ________ 3. 5 ________ 5. 3 ________ 1. 5 26 17 2. 6 ________ 4. 3 ________ 2 2. 4 D. Change the following mixed number to improper fraction. 3. 6 5 2 1 10 1. 5 8 ________ 3. 12 3 ________ 5. 32 4 ________ 1 6 1 2. 11 6 ________ 4. 20 7 ________ 4. 5 5 5. 1 10 C. 1 1. 16 2 2. 4 6 2 3. 6 5 2 4. 5 3 1 5. 13 3 D. 1. 45/8 2. 67/6 3. 38/3 4. 146/7 5. 129/4 11 B. Teacher’s Note observations on any The teacher may take note of Effective Practices Problems Encountered Remarks of the following areas: some observations related to the effective practices and problems strategies explored encountered after utilizing the different strategies, materials materials used used, learner engagement, and other related stuff. learner engagement/ Teachers may also suggest ways interaction to improve the different activities others explored/lesson exemplar. C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every Reflection ▪ principles behind the teaching lesson conducted/facilitated is What principles and beliefs informed my lesson? essential and necessary to Why did I teach the lesson the way I did? improve practice. You may also consider this as an input for the ▪ students LAC/Collab sessions. What roles did my students play in my lesson? What did my students learn? How did they learn? ▪ ways forward What could I have done differently? What can I explore in the next lesson? 12