School MANUEL L.

QUEZON ELEMENTARY Grade 4

Level
Name of Teacher GENELYN T. MALLEN Learning MATH
Area
Teaching Dates, December 11, 2024 (Wednesday) Quarter 3-W1
Section Time 6:00 – 6:40 Kilyawan 9:10 – 9:50 Loro
6:40 – 7:20 Pugo 9:50 – 10:40 Kalapati

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of dissimilar and equivalent fractions
Standards
B. Performance By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions.
Standards
C. Learning Generate equivalent fractions using models
Competencies
D. Learning Modelling equivalent fractions using:
Objectives -fraction strips/bars
-fraction disks/circle
-number line
II. CONTENT
Subject Matter Modelling Equivalent Fractions With Denominators Up to 10
Area for Values of sharing and fairness
Integration
Theme
Key Concept for
Integration
III. LEARNING
RESOURCES
A. References BYJU’s. (2024). Fraction on the Number Line. https://byjus.com/maths/fractions-on-the-number-line/ Cuemath. (n.d.).
Fractions on Number Line. https://www.cuemath.com/numbers/fractions-on-number-line/ Hoo L.C, Sachidanandan
R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish Education.
T eacher Tools. https://toytheater.com/category/teacher-tools/teacher Tools.
https://toytheater.com/category/teacher-tools/
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Warm-Up Activity
Knowledge Read the following fractions:
½., 2/4, 4/8
1/3, 2/6, 4/12
Review
What am I?
I am a fraction that have common denominators.
I am a fraction that have different denominators.
How do we form similar or dissimilar fractions?
Direction: On the board, draw any model to show the following fractions:
Example: 1/3, 2/3, 3/3 2/4, 5,4, 7/4 etc.
Lesson What do you mean by equivalent?
Purpose/Intention Equivalent fractions are fractions with different numerators and denominators but represent the same value
of fraction..
Lesson Language SUB-TOPIC 2: Modelling Equivalent Fractions Using Fraction Strips/bars, Fraction Disks/circle, and
Practice Number Line
Explicitation
Matching Fraction Twin Cards
The teacher will place fraction cards with the illustrations/models under the pupils’ chairs. The pupils who find a
fraction card under their chairs will find their match by looking for a classmate holding a fraction card with the
same value. Those who found their twin card will be asked to stay in front to introduce their fraction cards. After
the introduction, the twin cards will be posted on the board.
For the introduction, the pupils will show their fraction cards and say:
I am 2/3 and I am 4/6. We are fractions with the same value or quantity.

Below are the models found on each of the fraction cards

What have you noticed with the denominators of each pair of fractions? They have different denominators.
• What have you noticed with their numerators? They have different numerators.
• How were you able to identify your twin fractions? I looked for fractions of the same whole. Checking which
fraction discs overlap.
Reading the Key
Idea/Stem
Equivalent fractions are fractions with different numerators and denominators but represent the same
fraction. From the given examples, it can also be noticed that equivalent fractions come from the same
whole.
Example 1:Using fraction strips

Developing By 3’s:
Understanding of 1. Draw fraction strips or fraction bars to show the following sets of equivalent fractions: 2/3, 2/6
the Key Idea/Stem 2. Draw fraction disks or circles to show the following sets of equivalent fractions: 1/2, 2/4
3. Draw a number line to show the following sets of equivalent fractions: 2/5, 3/10

Deepening Individual Activity:

Understanding of Use any model to show the following fractions: ¼, 2/8. 3/12
the Key Idea/Stem
Making Complete the sentences:
Generalizations and 1. Equivalent fractions are fractions with ________ numerators and denominators.
Abstractions 2. Equivalent fractions come from ________ whole.
3. Equivalent Fraction are fractions with the same __________.
4. Models such as_____, ________, ______, etc. can be used in modelling equivalent fractions.
Evaluating Learning Direction: Draw/Model the fractions using fraction bars/strips, fraction circles/disks, and number lines. Then,
determine whether these fractions are equivalent or not. Put a check (/) if the fractions are equivalent and
(x) if they are not.
No. Fractions Fraction Model Equivalent (/)/
Not equivalent (X)
1 2/12, 6/5 Using Fraction Circles/Disks
2 7/10, 9/12 Using Fraction Strips/Bars
3 4/3, 8/6 Using Fraction Disks/Circles
4 2/3, 4/6 Using Number Lines
5 3/2, 3/6 Using Fraction Disks/Circles
Additional Activities

Reflection Kilyawan Pugo Loro Kalapati

A. No. of learners
who earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work?. of
learners who have
caught up with the
lesson

D. No. of learners
who continue to require
remediation