4

Quarter 1
Lesson 1 3
Lesson Exemplar Lesson

for Mathematics 6

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 3: Lesson 6 (Week 6)
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
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Writer:
• Steve B. Anapi (Philippine Normal University – Manila)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)

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Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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MATHEMATICS / QUARTER 3 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of addition and subtraction of dissimilar fractions.
Standards

B. Performance
By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions. (NA)
Standards

C. Learning
1. Solve word problems involving the addition of dissimilar fractions.
Competencies
2. Subtract dissimilar fractions using models.
and Objectives

D. Content Word Problems Involving Addition of Dissimilar Fractions

Subtraction of Dissimilar Fractions

E. Integration ● Concept of Equality, Equity, Justice, Prudence

● SGD 5. Gender Equality

II. LEARNING RESOURCES

TeachableMath. (2022, May 6). Fraction Shape Maker - TeachableMath. https://teachablemath.com/apps/fraction-shape-maker/

The Math Learning Center. (n.d.). Fractions by the Math Learning Center. https://apps.mathlearningcenter.org/fractions/
Toy Theater. (2022, April 29). Fraction bars. Toy Theater | Learn • Create • Play. https://toytheater.com/fraction-bars/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review
Activity 1(Drill) Activity 1 is intended to recall
Sample Activity (Individual). Use flashcards to drill learners on equivalent equivalent fractions.
fraction facts.
Instructions. Find the missing number to complete the pairs of equivalent *Add more items to Activity 1.
fractions.
2 ? 5 25 ? 1
1. = 2. = 3. =
3 21 9 ? 14 7

1
 DAY 2 Activity 2 is intended to recall
Activity 2 (Drill) how to convert improper fractions
Sample Activity (Individual). Use flashcards to drill learners on converting to mixed numbers and vice versa.
improper fractions to mixed numbers and vice versa. These concepts and procedures
Instructions. Find the missing number to complete the pairs of equivalent are necessary for subtracting
fractions. dissimilar fractions.
? 2 ? 3 13
1. 1 = 5 2. 2 3 = 3 3. ? 5 = 5
*Add more items to Activity 2.

Constantly monitor and give

2. Feedback (Optional)
feedback on steps on how to solve
word problems involving the
addition of dissimilar fractions.

B. Establishing 1. Lesson Purpose

Lesson Purpose DAY 1
Activity 3 (for sub-topic 1). Leftover Pizza The intention of Activity 3 is to
Let learners study the problem below. reinforce conceptual
understanding of adding
Situation. At a birthday party, two equally sized pizzas were ordered. There is
1 dissimilar fractions via modeling
3
3 and procedures.
of one pizza left over and of the other pizza is left over. What fraction of a whole
4
pizza is left over in total? Also, what fraction of a whole pizza has been eaten? Important Note. Elicit to the
learners the importance of
Guide Questions: transforming dissimilar fractions
1. How many pizzas were ordered for the birthday party? using the concept of equivalent
1
2. If of one pizza is left over, what part of a whole pizza has been fractions so that their
3
eaten? Illustrate by shading the leftover part and the part that understanding is not too
has been eaten. procedural or mechanical.
3
3. If of the other pizza is left over, what part of a whole pizza has
4
been eaten? Illustrate by shading the leftover part and the part
that has been eaten.
1 3
4. If one pizza has 3 left over and the other has 4 left over, how
can we find the total amount left over?
5. How can we find the total amount that has been eaten?

2
 DAY 2
Activity 4 (for sub-topic 2). How Many Really? Activity 4 is intended to reinforce
Think-Pair-Share. Let learners review the concepts of improper fractions and the conceptual understanding of
mixed numbers. improper fractions and mixed
numbers.
Sample Activity (Pair)
By pair, let learners illustrate their understanding using fraction strips. Pedagogical Strategy. Use
fraction strips/bars to model if
Guide Questions: learners have difficulty
1 7
1. How many 2s are there in 2? Show using fraction strips visualizing the concept.
1 15
2. How many 7s are there in 7
? Show using fraction strips. This is particularly helpful in
1
3. How many s are there in 1? Show using fraction strips. subtracting dissimilar fractions.
5
1
4. How many 3
s are there in 2? Show using fraction strips.
1 2
5. How many s are there in 2 ? Show using fraction strips.
3 3
1 3
6. How many 4
s are there in 3 4? Show using fraction strips.

2. Unlocking Content Area Vocabulary

C. Developing and DAY 1 Important Note. Help learners

Deepening SUB-TOPIC 1: Word Problems Involving Addition of Dissimilar Fractions be familiar with the procedure by
Understanding 1. Explicitation modeling how to “Think Aloud”.
After doing Activities 1 and 3, introduce steps in solving word problems involving Read the steps, and let them
addition of dissimilar fractions. To solve word problems involving the addition of repeat. Model how to cognitively
dissimilar fractions, the following steps are followed: encode the procedures in their
a. What are the given facts? working memory.
b. What is asked?
c. What is the number sentence? Example. (Use this as a think-
d. What is the answer to the problem? aloud protocol)

When solving word problems, I

2. Worked Example need to show GANA:
1 1
Example 1. A baker used 24 cups of flour for pancakes and 33 cups of flour for Given
Asked Question
doughnuts. How many cups of flour in all were used by the baker?
Number Sentence
Solution:
Answer
3
Given. What are the given facts?
1 1
24 cups of flour for pancakes and 33 cups of flour for doughnuts
Asked Question. What is asked?
How many cups of flour in all were used by the baker?
Number Sentence. What is the number sentence?
Operation: Addition
1 1
Total number of cups = 24 + 33
Answer. What is the answer to the problem?
1 1
Total number of cups = 2 + 3
4 3
1 1
= (2 + 3) + (4 + 3)
LCD: 12
3 4
= 5 + (12 + 12
)
3+4
=5+( 12
)
7
=5+ (12)
7
= 512
7
There are a total of 512 cups of flour used by the baker.

3 1
Example 2. Mrs. Gomez bought 4
kilogram of chicken breast, 1 2 kilograms of
1
chicken wings, and 24 kilograms of chicken legs. How many kilograms of chicken
parts in all did Mrs. Gomez buy?
Solution:
Given. What are the given facts?
3 1 1
4
kilogram of chicken breast, 1 2 kilograms of chicken wings, and 24
kilograms of chicken legs
Asked Question. What is asked?
How many chicken parts in all did Mrs. Gomez buy?
Number Sentence. What is the number sentence?
Operation: Addition
3 1 1
Total number of kilograms of chicken parts = 4 + 1 2 + 24
Answer. What is the answer to the problem?
3 1 1
Total number of kilograms of chicken parts = 4 + 1 2 + 24

4
 3 1 1
= (1 + 2) + ( + + )
4 2 4
LCD: 4
3 2 1
= 3 + (4 + + )
4 4
3+2+1
= 3+( 4 )
6
= 3+( )
4
2
= 3 + (14)
2 1
= 4 or 4
4 2
1
There are a total of 4 kilograms of chicken parts bought by Mrs. Gomez.
2

Example 3. Dan painted his bedroom wall in two days. On the first day, he
2 3
used liters of white paint for the first coating. On the second day, he used
3 5
liters of gray paint for the final coating. How many liters of paint were used on
his bedroom wall?
Solution:
Given. What are the given facts?
2
Day 1: Dan used 3 liters of white paint.
3
Day 2: Dan used 5 liters of gray paint.
Asked Question. What is asked?
Note. Prompt learners to recall
How many liters of paint were used on his bedroom wall?
reducing fractions in their
Number Sentence. What is the number sentence?
simplest form.
Operation: Addition
2 3
Total number of liters of paint = 3 + 5
Answer. What is the answer to the problem?
2 3
Total number of liters of paint = 3 + 5
LCD: 15
10 9
= 15 + 15
10 + 9
=
15
19 4
= or 1
15 15
4
There are a total of 1 liters of paint used for painting Dan’s bedroom wall.
15

5
 Example 4. Sara is mixing three liquids in three equally
sized containers, as shown below. After pouring all the
liquids into a blank container of the same size as the other
containers, will she be able to fill the fourth container?
Solution:
Given. What are the given facts?
2
Container 1 is 4 parts full.
1
Container 2 is 6
parts full.
1
Container 3 is parts full.
3
Asked Question. What is asked?
After pouring all the liquids into a blank container of the same size as the
other containers, will she be able to fill the fourth container completely?
Number Sentence. What is the number sentence?
Operation: Addition
2 1 1
Total parts of liquid = + +
4 6 3
Answer. What is the answer to the problem?
2 1 1
Total parts of liquid = 4 + 6 + 3
LCD: 12
6 2 4
= 12 + 12 + 12
6+2+4
= 12
12
= 12
=1
After pouring all the liquids into the fourth container, she was able to fill it *Add more worked examples.
completely.

3. Lesson Activity
Let learners answer the following: Note. This activity can be done
Instructions. Answer the following problems. Show your complete solution. If in pairs or smaller groups (3 to 4
the sum is an improper fraction, convert it to a mixed number. members). Let learners
communicate mathematically
Example 1. Teams 1 and 2 were given two equally sized water containers. The through collaborative problem-
diagram below shows how much water was poured into the containers of Team solving.

6
 1 and Team 2. Competing with each other, they Answer Key:
successfully filled the containers in three minutes. 1
1.1. Team 1 filled 18 parts of the
water container, while Team 2
1.1. When their efforts were combined, could 1
Team 1 fill a container? Why? Could Team 2 also filled 12 parts of the water
fill a container? Why? container. Both Team 1 and 2
1.2. Which team emerged as the winner of the game? Explain. could fill a water container.

1.2. Team 2 emerged as the

Example 2: Study the diagram winner of the game since
1 1
below. 12 > 18.

2.1. In how many kilometers (km)

altogether do Nico, Mary, and Lex 2.1. Altogether, they run
run daily in the morning? 9
110 km daily in the morning.
Explain.

Daily Morning Run

DAY 2
SUB-TOPIC 2: Subtracting Dissimilar Fractions Using Models
1. Explicitation
Check the prior knowledge of learners by doing Activities 2 and 4. Process and In the Explicitation part, use the
let learners abstract these concepts. When modeling the subtraction of “Equation Mat” pedagogical
dissimilar fractions using fraction disks, and strips/bars, emphasize the word strategy.
“take out” from the minuend similar equal parts of the subtrahend.
You may use also the
pedagogical strategy “I Do - We
2. Worked Example Do - You Do”. The teacher
Example 1. What is the difference between
2 1
and ? models how to subtract
3 4 dissimilar fractions. Next, both
“I DO” the teacher and learners do the
Solution: modeling. Lastly, learners do the
modeling with little to no
guidance from the teacher on a
gradual basis.

7
 Pedagogical Strategy. In
Equation Mat
worked example 1, after learners
2 1 were able to model equivalent
Subtract: -
3 4 fractions using fraction bars
Model: (better if physical strips), you
can ask them to “take out” the
3
minuend (in this case, 12) from
8
the subtrahend (i.e. 12
) by
crossing out.

5
Answer:
12

2 3
*The “We Do” part is intended to
“WE DO”. Subtract from gradually teach learners different
3 4
“YOU DO”. Subtract:
4
-
3 subtraction strategies or
5 10 methods using the formal
3 1 mathematical language (e.g.
Example 2. Subtract 1 4 from 3 2 difference between, subtracted
“I DO” from, etc.)
Solution:
Notice that for Example 2, the
Equation Mat
fraction part of the subtrahend
1 3 is greater than the fraction part
Subtract: 3 2 - 1 4
of the minuend. Instead of using
Model: the process of “regrouping and
borrowing” from the whole
number of the mixed number to
be added to the fraction part of
the minuend, it is encouraged to
“rewrite” the mixed numbers into
improper fractions and then
transform them again to
equivalent fractions.

8
 To be able to commit to the
memory of learners on how to
rewrite mixed numbers to
improper fractions, you may ask
them the following (see example
1
2), “How many 2s are there in
1 1
3 2? How many 4s are there in
3
1 4?”

Note. After several examples, you

3 7 may switch to “We Do - You Do”
Answer: 14 (or )
4 approach and eventually to “You
Do” approach.
1 3
“WE DO”. Find the difference between 2 4 and 1 5
1 1
YOU DO”. Subtract: 3 3 - 1 12

2 2
Example 3. Subtract: 4 -
3 5
“WE DO”
Solution:
Equation Mat
2 2
Subtract: 4 3 - 5
Model:

9
 4
Answer: 4
15

DAY 3
5
Example 4. What is the difference between 2 and 7
Solution:
Equation Mat
5
Subtract: 2 - 7
Model:

2
Answer: 1 7

10
 2
Example 5. Subtract 2 from 5
3
Solution:
Equation Mat
2
Subtract: 5 - 2 3
Model:

1
Answer: 2 3

3. Lesson Activity
Answer Key:
(Pair Activity). Let learners be more familiar with modeling how to subtract 7
dissimilar fractions (two proper fractions, two mixed numbers, and a mixed a.
12
1
number and a proper fraction) by giving them more practice exercises. b. 10
1
Instructions. Determine the difference of the following by drawing the figures c. 1 12
5
using fraction strips. Reduce the difference in its simplest form if possible. d. 4
11 1 3 2 6
a. 12 − 3 d. 5 6 − 3 2
e. 5
3 1 3
b. − e. 3 − 2
5 2 5
3 2
c. 4 − 3
4 3

11
D. Making 1. Learners’ Takeaways
Generalizations DAY 1
For Sub-topic 1:
Ask learners 3 important concepts they have learned in solving word problems
involving the addition of dissimilar fractions. Let them start with the phrase
“I learned today …”
DAY 2
For Sub-topic 2:
Ask learners to provide the next steps in the illustration below:
Number Sentence: _________________
Model:

Answer: ____________________

2. Reflection on Learning
(Homework). Give this same problem to learners.
2 5
Problem. Steve hiked km on Monday and km on Tuesday.
3 6

DAY 2
For sub-topic 1. How many kilometers did Steve hike in total?

DAY 3
For sub-topic 2. By how many kilometers did Steve achieve on Tuesday compared
to Monday? Explain using fraction strips as models.

12
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answer Key:

Learning 1. Formative Assessment For sub-topic 1.
For sub-topic 1. 1
a. 1 meters
Solve the following problems. Show your complete solution. If the sum is an 15
1
improper fraction, write it as a mixed number. Simplify the fractions if possible. b. 2 cups of mixture
2 2 6
a. Ben has meters of blue ribbon and meters of red 1
3 5 c. 4 10 cans of green paint
ribbon. How much ribbon does Ben have in total?
2
b. Charm uses 1 cup of all-purpose cream, cup of
1
3 For sub-topic 2.
condensed milk, and cup of whipped cream in her 1
2 1.
fruit salad. How many cups of mixture are there in her fruit salad? 2
1
c. Ana is mixing blue and yellow paint to get a green color. The figure at the 2. 12
right shows the parts of the paints to be mixed. How many cans of green 1
3. 8
paint can she produce in all after mixing?
7
4.
12
3
5. 1 5

For sub-topic 2. Worksheet (see attached)

13
B. Teacher’s Note observations on The teacher may take note of
Remarks any of the following Effective Practices Problems Encountered some observations related to the
areas: effective practices and problems
encountered after utilizing the
strategies explored different strategies, materials
used, learner engagement, and
materials used other related stuff.

Teachers may also suggest ways

learner engagement/ to improve the different activities
interaction explored/lesson exemplar.
others

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?

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