Republic of the Philippines

Department of Education
REGION IV-A CALABARZON

Capacity Building of Key Stage 1 Teachers on Learning

Recovery in Literacy and Numeracy via School-based
Learning Action Cell

Module 2
Session No. 1
Learning More About Dissimilar Fractions

Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: [email protected]
Website: depedcalabarzon.ph
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LAC Session Guide

Objectives

Terminal Objective

At the end of the SLAC session, the highly proficient teachers shall be able
to model and share effective techniques and the proficient teachers shall be
able to develop activities that will apply strategies in the management of
classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities in visualizing, representing and
arranging dissimilar fractions in increasing or decreasing order.

Enabling Objectives

Specifically, they shall be able to:

1. Discuss the different engaging teaching strategies on visualizing,

representing and arranging dissimilar fractions in increasing or
decreasing order
2. Apply a range of teaching strategies that enhance learner
achievement in visualizing, representing and arranging dissimilar
fractions in increasing or decreasing order in developing different
activities
3. Share reflections on practices which are effective in teaching
visualizing, representing and arranging dissimilar fractions in
increasing or decreasing order

Expected Outputs:

Developed activities in applying strategies in visualizing, representing and

arranging dissimilar fractions in increasing or decreasing order.

PPST Alignment

Proficient Teachers
1.4.2 Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
2.3.2 Manage classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments

Highly Proficient Teachers

2.3.3 Work with colleagues to model and share effective techniques in the
management of classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.

Key Understanding/Significance of the Session

Teachers are advocates of numeracy. As teachers, it is important that

you know the key concepts to explore the teaching and learning of numeracy
in mathematics classes. Numeracy is proficiency in number senses. Thus, it is
another form of literacy.
One basic numeracy skill is understanding fractions, which is a
prerequisite for developing more complex mathematical abilities. However,
many learners find it difficult to become proficient with fractions, especially
those who struggle with arithmetic and frequently lack a solid foundation in
whole numbers.
The underlying distinctions between whole numbers and fractions have
long been thought to be the cause of fractional difficulties. This may result in
whole-number bias, which is the overgeneralization of whole-number
knowledge to fractions by students. This causes learners to assimilate whole-
number concepts into their understanding of fractions, which in turn causes
misconceptions about fractions because whole numbers and fractions have
different properties.
For instance, fractions are represented by two numerals and a fraction
bar, but whole numbers are represented by a single numeral. Learners
frequently understand fractions as two separate numbers rather than seeing
them as one, which is a typical error brought on by whole-number bias.
This session will focus on addressing this concern and will also help you
reflect and share your practices to use a range of learner-centered strategies
that will enhance their literacy and numeracy skills and will have classroom
management structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of
physical learning environments to teach dissimilar fractions.
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Session Requirements/Materials Needed

Laptop, legos, clay,

Time Allotment

240 minutes

References

- Cognitive Cardio Math. https://tinyurl.com/4xvjh2w2

- Comparing and Ordering Similar and Dissimilar Fractions 4th Grade Math
Worksheetshttps://helpingwithmath.com/worksheet/comparing-and-
ordering-similar-and-dissimilar-fractions/
- Learning Intranet. Curriculum Design. Teaching Strategies.
https://tinyurl.com/4jbspndk
- MBmath. Fix It: An Activity for Ordering Fractions.
https://marilynburnsmath.com/fix-it-an-activity-for-ordering-fractions/
- Numeracy for all Learners. Department of Education. Victoria State
University https://tinyurl.com/t6zx3urt
- The Fraction Bar Model. How to Teach Fractions Using Bar Models.
Asher, Vanessa. 2022 https://thirdspacelearning.com/blog/fraction-bar-
model/
- The Teacher Next Door: Fraction Activities that Students Love.
https://the-teacher-next-door.com/fraction-activities-students-love/
- What is Concrete Pictorial Abstract Approach (CPA) and How To Use It in
Maths. Johnson, Emma.2022.
https://thirdspacelearning.com/blog/concrete-pictorial-abstract-maths-
cpa/

Procedures

1. Introduction

Say: You have been our partner in developing the numeracy skills of our
learners. This time, we will focus on a least mastered competency from the
result of the Early Language and Numeracy Assessment. You will learn from
this session some suggested strategies that you may consider in your class to
address this competency. There are also added different teaching strategies
that will help you to be successful by applying in your classroom and will
awaken your commitment to be most effective in your lesson on visualizing,
representing and arranging dissimilar fractions.

At the end of the SLAC session the highly proficient teachers shall be able
to model and share effective techniques and the proficient teachers shall be
able to develop teaching-learning activities in the management of classroom
structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities in visualizing, representing and
arranging dissimilar fractions in increasing or decreasing order.

Specifically, you shall be able to:

1. discuss different engaging teaching strategies on visualizing,

representing and arranging dissimilar fractions in increasing or
decreasing order;
2. apply a range of teaching strategies that enhance learner
achievement in visualizing, representing and arranging dissimilar
fractions in increasing or decreasing order in developing different
activities; and
3. share reflections on practices which are effective in teaching
visualizing, representing and arranging dissimilar fractions in increasing
or decreasing order

2. Activity

Say: Let us have an activity where you will be exploring the concept of
dissimilar fractions. Read the given scenario and take the role of Teacher Gigi.

Do: Facilitate the activity

A PIECE OF CAKE

Teacher Gigi is teaching her class about dissimilar fractions. She brings 2
round cakes of the same size to use as her concrete example. The first cake is
chocolate while the other one is ube. She cuts the chocolate cake into 8 equal
parts while she cuts the ube cake into 4 equal parts.
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She gives 4 slices of chocolate cake and 1 slice of ube cake to her
pupils. Then she asked her pupils the following questions:
a. How many slices of chocolate cake were given?
b. What part of the chocolate cake was given?
c. How about the number of slices of the ube cake shared?
d. What part of the ube cake was shared?

3. Analysis (Probing Questions)

Say: How did you find the activity?

Do you do the same presentation in your classroom?

Get a piece of paper and answer the following questions.

Choose a partner and share your answer with him/her.

To have a twist in our presentation, what you will be sharing is the answer
of your partner. So be sure to capture all that your partner will be sharing with
you.

Do: Ask the following questions:

1. Will Teacher Gigi be able to teach dissimilar fractions using the

piece of cake as an example?

2. Why do you think it is difficult teaching “Visualizing, representing and

arranging dissimilar fractions”?
3. When you are teaching this competency, what went well and what went
less during your class discussion?
4. Have you identified some misconceptions in teaching this topic? What
are they and how did you address such misconceptions?
5. If you were Teacher Gigi, how will you teach this competency to your
learners, especially to those who are not confident in fractions?

4. Abstraction

Say: For you to be able to establish a good foundation of teaching dissimilar

fractions, it is best to start teaching this using concrete objects. Like what
Teacher Gigi did in her class, she used a cake where her learners can easily
see how the part of the cake over the whole is presented. Through exploration,
it helps learners learn actively through curiosity and inquiry. This involves
hands-on activities which offer unique learning opportunities that paper and
pencil tasks simply can’t.

This time, I will be giving you some engaging strategies that you may try in
your classroom. Share with your groupmates your ideas about these strategies
and come up with a collaborative concept map.

Do:

Facilitate the conduct of the activity.

Group 1: Scaffolding

Group 2: Concrete/Pictorial/Abstract (CPA)

Group 3: Fraction Bars

Group 4: Comparing Fractions Bar Game

Group 5: Fix It: Fraction Puzzles

Do: Facilitate the presentation

Say: This time, you will be trying the suggested assessment strategies given
in the module. Share with your partner how the learners can easily answer the
given items.

5. Application

Say: You have been already introduced/reviewed with the mentioned teaching
strategies. This time, we will have a simulation activity. Our highly proficient
teachers will be equally divided/distributed into the number of groups of the
proficient teachers. In the group, HPs will model and share a technique which
had been effective in their classrooms in the management of classroom
structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities in visualizing, representing and
arranging dissimilar fractions in increasing or decreasing order through
simulation. Note that during the simulation, the proficient teachers shall
capture or take note of the effective strategies shared which they can use in
doing the next activity.

Group Activity:
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Say: After the HPs have modelled an effective technique, our proficient
teachers will develop an activity that will apply the strategies to engage
learners, individually or in groups, in meaningful exploration, discovery and
hands-on activities in visualizing, representing and arranging dissimilar
fractions in the context of your school and using the available resources that
you have.

Consider the type of learners in your classes. Be able to share and explain
your output with your groupmates. The documenter will write the consolidated
answers of the group. The leader will present the group’s output.

While one group is presenting, one group will provide feedback as part of
our team learning.

Do:

Give the directions clearly.

Distribute materials needed for the activity.

Facilitate the conduct of the activity and team learning.

Group 1: individual activity using meaningful exploration on visualizing,

representing and arranging dissimilar fractions within a range of physical
learning environments

Group 2: individual activity using discovery method on visualizing,

representing and arranging dissimilar fractions within a range of physical
learning environments

Group 3: group activity using hands-on activities on visualizing, representing

and arranging dissimilar fractions within a range of physical learning
environments

Group 4: group activity using meaningful exploration on visualizing,

representing and arranging dissimilar fractions within a range of physical
learning environments

Group 5: group activity using discovery method on visualizing, representing

and arranging dissimilar fractions within a range of physical learning
environments

Provide additional necessary feedback from the other group’s team

learning feedback.

Synthesize the outputs of all the activities.

Sharing of Reflections

What have you realized when you did the activities?

What are your plans after this session? How will you execute those plans?

Closure

A man is like a fraction whose numerator is what he is and whose

denominator is what he thinks of himself. The larger the denominator,
the smaller the fraction. – Leo Tolstoy