4

NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 3 Week 5
National Mathematics Program
Lesson Script in Mathematics
Quarter 3: Week 5
SY 2024-2025

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content, standards, and lesson competencies.

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Development Team
Writer: Diony Zenaida S. Deniega

Content/Language Evaluator: Angelo D. Uy, Stephanie G. Quiambao

Layout Artist: Diony Zenaida S. Deniega

Management Team:

Regional Director: Atty. Alberto T. Escobarte, CESO II

Assistant Regional Director: Loida N. Nidea
Curriculum and Learning Management Development Chief: Viernalyn M. Nama
Regional Learning Resource Supervisor: Dianne Catherine T. Antonio
Regional Focal Person- Lesson Scripts: Hazel Angelyn E. Tesoro
 LESSON SCRIPT IN MATHEMATICS 4

Week 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have knowledge and understanding of the addition of dissimilar fractions.
Standards
B. Performance By the end of the quarter, the learners are able to:
Standards ● Represent, compare, and order dissimilar fractions.
The learners will be able to:
● Add dissimilar fractions using models.
C. Learning ● Add dissimilar fractions:
Competencies 2.1. two proper fractions,
2.2. two mixed numbers, and
2.3. a mixed number and a proper fraction.
At the end of the lesson, the learners should be able to:
Day 1
• Add proper fractions with different denominators and mixed numbers with other mixed numbers using models.
Day 2
D. Learning • Add dissimilar fractions, including combinations of mixed numbers with proper fractions and mixed numbers
with whole numbers using models.
Objectives
Day 3
• Add dissimilar proper fractions using LCD.
Day 4
• Add dissimilar fractions, including combinations of mixed numbers with proper fractions and mixed numbers
with whole numbers using LCD.
II. CONTENT: Addition of Dissimilar Fractions
III. LEARNING RESOURCES
A. References Lesson Exemplar for Math 4 Quarter 3 Lesson 5
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.
B. Other Learning
https://apps.mathlearningcenter.org/fractions/ Toy Theater. (2022, April 29). Fraction bars. Toy Theater | Learn •
Resources
Create • Play. https://toytheater.com/fraction-bars/

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 LESSON SCRIPT IN MATHEMATICS 4

IV. TEACHING AND LEARNING PROCEDURES DAY 1

Before/Pre-Lesson Proper
Activating Prior Good morning/afternoon, class! Are you excited for our class today?
Knowledge Today, let us review our lesson from last week about equivalent fractions.
(5 minutes) Intervention Group Consolidation Group Enhancement Group
I have here a fraction chart. Please I have here a fraction chart. Please I have here a fraction chart. Please
shade the area that represents the shade the area that represents the shade the area that represents the
fraction shown on the left. Also, fraction shown on the left. Also, fraction shown on the left. Also,
shade the area that represents an shade the area that represents an shade the area that represents an
equivalent fraction. equivalent fraction. equivalent fraction.

Do you want to play a game class? Do you want to play a game class? Do you want to play a game class?
I have a ball, and I’m going to play some I have a ball, and I’m going to play some I have a ball, and I’m going to play some
music. Once the music stops, the person music. Once the music stops, the person music. Once the music stops, the person
holding the ball will be the one to answer. holding the ball will be the one to answer. holding the ball will be the one to answer.
Are you ready kids? Let us start with Are you ready kids? Let us start Are you ready kids? Let us start with
the first column. (Play the music with the first column. (Play the the first column. (Play the music then
then let them answer) music then let them answer) let them answer)
Note: The teacher should first guide Note: The teacher must let the
the learners. As the music stops, learners give their own answer Note: After the game, the teacher must
explain to them the idea about specially in column C, let them recall encourage learners to explain briefly
equivalent fraction. their knowledge on equivalent why fractions in column B are
fractions. equivalent to column C.

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 LESSON SCRIPT IN MATHEMATICS 4

Expected Answer: Expected Answer: Expected Answer:

2
As you can see in fractions, the whole is divided into several parts. From number 1, in the fraction model of , the whole is cut
3
into 3 equal parts. Then we are going to shade 2 parts of it.

Now, what happened to the whole of its equivalent fraction model? From 3 equal parts, the whole is now cut into 6 equal
2 4
parts and so from , it becomes .
3 6
What have you noticed about the numerator and denominator of the equivalent fractions? Yes, If you multiply the numerator
in your first fraction by 2, you also need to multiply its denominator by 2 to find its equivalent fraction.
3 3
So, therefore in number 2, is equivalent to _____. And in number 3, is equivalent to _____.
5 4
Lesson
Purpose/Intention From your quarter 2, you add similar fractions. Today we are going to add dissimilar fractions. Are you excited kids?
(1 minute) Let us do it!
Before we go on, let us recall the meaning of the following words.
Lesson Language Similar fractions are fractions with the same denominator.
Practice Dissimilar fractions are fractions with different denominators.
(1 minute) Proper Fraction is a fraction where numerator is lower than denominator.
Mixed Number is a combination of whole number and a fraction.
During/Lesson Proper
Teaching the Key
Idea/Stem Let us have another activity. This is what we call “Sharing My Piece of Pie".

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 LESSON SCRIPT IN MATHEMATICS 4

(3 minutes)
You must study the problem below and bring out your materials. (Four cut-outs of fraction disks (see figures below for
reference), a ruler, a pencil, and crayons)
Situation: Ana, Ben, Claire, and Dan each have whole pie. They decided to cut their pies. Ana cuts hers it into 2 equal
1 1
parts, Ben into 3 equal parts, and Claire and Dan into 4 equal parts. Ana will share of her pie, Ben will share of his
2 3
1 2
pie, Claire will share of her pie, and Dan will share of his pie.
4 4

Kindly do the task for numbers 1 to 3.

1. Arrange the shares from least to greatest.
2. Which of them has equivalent shares? Why?
3. What will be the total parts of the pie that Claire and Dan will share?
4. What will be the total parts of the pie that Ana and Dan will share?
5. What will be the total parts of the pie that Ana and Ben will share?
6. What will be the total parts of the pie that Ben and Claire will share?
Before we could answer questions 3 to 6 on Mila’s situation, we need to know how to add dissimilar fractions.

Intervention Group Consolidation Group Enhancement Group

Example 1 Example 1 Example 1
1 1 1 1 1 1
What is the sum of and ? What is the sum of and ? What is the sum of and ?
2 3 2 3 2 3
Solution: Solution: Solution:

How many equal parts would we How many equal parts would we How many equal parts would we
need to divide the circle into so that need to divide the circle into so that need to divide the circle into so that
1 1 1 1 1 1
both and have the same both and have the same both and have the same
2 3 2 3 2 3
denominator? denominator? denominator?

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 LESSON SCRIPT IN MATHEMATICS 4

1 3 1 1 3 1 1 3 1
Here, is equivalent to , and is Here, is equivalent to , and is Here, is equivalent to , and is
2 6 3 2 6 3 2 6 3
2 2 2
equivalent to . Since they already equivalent to . Since they already equivalent to . Since they already
6 6 6
have equal parts, we can now have equal parts, we can now have equal parts, we can now
combine the shaded part by just combine the shaded part by just combine the shaded part by just
counting them. counting them. counting them.
What did you notice with the What did you notice with the What did you notice with the
numerators and denominators? numerators and denominators? numerators and denominators?
Okay! Or in other words, we add the Okay! Or in other words, we add the Okay! Or in other words, we add the
numerator 3 plus 2 equals 5, then numerator 3 plus 2 equals 5, then numerator 3 plus 2 equals 5, then
copy the denominator 6. Therefore, copy the denominator 6. Therefore, copy the denominator 6. Therefore,
5 5 5
the final answer is . the final answer is . the final answer is .
6 6 6
Note: From the explanation given, the
teacher may encourage learners to
explain the idea they have learned in
adding dissimilar fractions using the
illustration.

Developing
Understanding of the Example 2
Key Idea
(10 minutes) Add
6
+4
1
8
Solution:
1
In this example, again, we must find an equivalent fraction of to
4
6 1 2
make it similar to . Then will be . Now, let's count the shaded part. What did you notice, class?
8 4 8
How many equal parts are needed to make a whole?
8
In this case, if your numerator and denominator are the same, we can simplify it to 1 whole part. Therefore, is equivalent
8
to 1 whole or 1.

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 LESSON SCRIPT IN MATHEMATICS 4

As you can see in adding dissimilar fractions, we divide them into equal parts. The two fractions are then transformed into similar
fractions, or in other words we combine all the shaded parts for the numerator and the number of cuts/parts becomes our
denominator.

1 1
Example 3. What is the sum of 2 and 2 ?
4 3
In this example, we have a mixed number which will be added by another mixed number. We first add the whole
numbers separately. 2 plus 2 equals four, which will be the whole part of the sum. Then, we find the equivalent
1 1 1 4 1 3
fractions for and and combine them. can replaced by as its equivalent fraction and can be replaced by as
4 3 3 12 4 12

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 LESSON SCRIPT IN MATHEMATICS 4

4 3 7
its equivalent fraction. Now, add 4 and which is equal to . Don’t forget to include the whole number from our
12 12 12
7
initial addition, which is 4. Then combine it with the fractional part. The final answer will be 4 12.

Deepening
Understanding of the Let us now go back to our situation given from the later part and answer the remaining questions.
Key Idea/Stem
(5 minutes) Situation:

Ana, Ben, Claire, and Dan each has a whole pie. They decided to cut their pies. Ana cuts it into 2 equal parts, Ben
1 1
into 3 equal parts, and Claire and Dan into 4 equal parts. Ana will share of her pie, Ben will share of his pie, Claire
2 3
1 2
will share of her pie, and Dan will share of his pie.
4 4
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 LESSON SCRIPT IN MATHEMATICS 4

Who can now answer question 4, illustrate your answer on the board.
How about questions 5 and 6?

4. What will be the total parts of the pie that Ana and Dan will share?
5. What will be the total parts of the pie that Ana and Ben will share?
6. What will be the total parts of the pie that Ben and Claire will share?

Note: The activities/examples presented are the same as in the Lesson Exemplar. You may use these activities/examples
if your learners need to work on the same activities over again. However, if you see the need to provide a different set of
examples, you may do so.

After/Post-Lesson Proper
Making
Generalizations and You did a great job! You've demonstrated an understanding of adding dissimilar fraction using models.
Abstractions 1. To add dissimilar fraction using models, what are we going to do?
(2 minutes) 2. When do you need to simplify the answer?
Expected answers:
1. As you can see in adding dissimilar fractions, we divide into equal parts the given fraction and the two fractions will
be transformed into similar fractions. Combine all the shaded parts for the numerator and the equal parts will be our
denominator.
2. Your final answer should be expressed in its simplest form. If it’s an improper fraction, we will rewrite it as a
mixed number.

Evaluating Learning
(4 minutes) Now, we will test our understanding of adding dissimilar fraction with the use of illustration.

Intervention Group Consolidation Group Enhancement Group

Solve the following by shading the Solve the following by shading and Solve the following by shading the
illustration. completing the illustration. illustration and completing the
process through illustration.

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 LESSON SCRIPT IN MATHEMATICS 4

Expected Answer

Expected Answer:
Expected Answer:

Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection

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 LESSON SCRIPT IN MATHEMATICS 4

IV. TEACHING AND LEARNING PROCEDURES DAY 2

Before/Pre-Lesson Proper

Activating Prior
Knowledge Good morning/afternoon, class! How are you today? I hope that everybody is ok.
Will you please spell out the word EQUIVALENT. Anyone?
(5 minutes)
OK, let us all spell the word. Good job!

Intervention Group Consolidation Group Enhancement Group

I have an activity sheet here, kindly identify I have flashcards here. You are I have an activity sheet here, kindly
the fraction that is equivalent to the given going to spell the word give at least 2 fractions that are
fraction. I will be giving you 3 minutes to do EQUIVALENT, as I raise my hand equivalent to the given. I will give
the task. (Teacher may use another activity you are going to stop. And I am you 3 minutes to do the task.
sheet similar to this) going to call one pupil, then give (Given fractions may vary)
me the equivalent fraction of the
2 4 4 10 flashcard that I am going to show. 3 2 15 1
1. 7 Ready? (Teacher may use these , , ,
16 14 28 5 7 20 3
suggested flashcards of fraction or
6 2 3 12 may have another set.)
2. 8
4 4 18
1 4 4 5 3
3.
4 5 8 12 , 10, , ,
5 3 10 20 4
6 10 14

Well done, class!

Lesson From our yesterday’s lesson, we simply add dissimilar fractions by just getting its equivalent fractions by means of a
Purpose/Intention drawing or an illustration. So now, let us continue the discussion about it.

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 LESSON SCRIPT IN MATHEMATICS 4

(1 minute) Let us do it!

Before we go on, let us recall the meaning of the following terms before we go further to our discussion.
Lesson Language
Proper Fraction is fraction in which its numerator is lower than its denominator.
Practice (1 minute)
Mixed number is a whole number and a proper fraction represented together.

During/Lesson Proper

Teaching the Key From our past lesson, in adding dissimilar fractions, we divide into equal parts/cuts the given fraction and the two
Idea/Stem fractions will be transformed into similar fractions. Combine all the shaded parts for the numerator and the equal parts
will be our denominator. Today we need to add a mixed number by a simple fraction. What might we do?
(3 minutes)
How can we represent through an illustration a certain mixed number? What might we do?

Intervention Group Consolidation Group Enhancement Group

Anybody, give me an example of Alright, class, let’s dive into a fun pair Class, let us have a pair work. One
mixed number. (Call at least 2 activity! Here’s the plan: Each pair will grab pair will bring out 2 sheets of paper
two sheets of paper. One of those sheets will
learners.) (1 out of the 2 sheets will be cut
be cut into four equal parts.1 part will be
1 1
How about 1 𝑎𝑛𝑑 , who can draw combined to 1 whole and the 3 parts into 4 parts, 1 part will be combined
4 2
to 1 whole and the 3 parts will be
it on the board? (Teacher will guide will be crumpled and put it in the
crumpled and put it in the trash
learners in determining the process trash can. The other partner will bring
can. The other partner will bring
of getting the sum of the two-given out 1 whole sheet (which will be cut into 2
equal parts, with 1 part disregarded). Now, out 1 whole (to be cut into 2 equals
fraction)
face your partner and combine the parts, one part will be disregarded).
pieces of paper that you have in Now, face your partner and combine
your hands. What fraction are you the pieces of paper that you have in
holding? Let the learners discover the your hands. What will be fraction
final answer by their own. that you are holding? (Let the
learners discover the final answer by
Expected Answer: their own and ask them to explain it
3 in front)
The final answer is 1 .
3 4
Therefore, the final answer is 1 .
4
Expected Answer:
3
The final answer is 1 .
4

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 LESSON SCRIPT IN MATHEMATICS 4

Developing
Understanding of the 2 1
Key Idea/Stem Example 2. Add: 1 +
5 2

(10 minutes) Solution:

2 1
In this, let us find the equivalent fractions for and . We may
5 2
disregard the whole number first. Focus on the fractional part,
2 4 1 5 4 5 9
will be , while will be . Then add and equals to .
5 10 2 10 10 10 10

Then, do not forget our whole part which is 1 and put it together
9 9
with . So the final answer will be 1 .
10 10

Deepening Example 3: Add 3 + 2

2
5
Understanding of the
Key Idea/Stem

(5 minutes)

Put together all the models that represent the whole number (illustration where all parts are shaded), count them all.

So, how many did we get?

Yes, there are 5 whole parts. Then what is the fractional part?

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 LESSON SCRIPT IN MATHEMATICS 4

Now, combine them all.

2
Therefore, the final answer is 5
5

After/Post-Lesson Proper

Making
Generalizations and
You did a great job! You've demonstrated a solid understanding of adding dissimilar fractions using models.
Abstractions
1. What have you learned in adding dissimilar fractions?
(2 minutes)
Expected Answer: I have learned that in adding dissimilar fractions, we divide into equal parts the given fraction and the
two fractions will be transformed into similar fractions. Combine all the shaded parts for the numerator and the equal parts
will be the denominator.

Evaluating Learning
Now, we will test your understanding of this lesson.
(4 minutes)

Intervention Group Consolidation Group Enhancement Group

Write the mixed number and the 1-2. Write the mixed number and 1-2. Write the mixed number and
fractions for the given models, then the fractions for the given models, the fractions for the given models,
find the sum. (Teacher may print then find the sum. (Teacher may then find the sum. Explain briefly
this activity sheet and let the print this activity sheet and let the how you get the answer. (Teacher
learners use it) learners use it) may print this activity sheet and let
the learners use it)

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 LESSON SCRIPT IN MATHEMATICS 4

https://tinyurl.com/ykdh653w
1
1
3.Add 3 𝑎𝑛𝑑 5. Show your 3.Add 3 𝑎𝑛𝑑 5. Show your
5
Expected Answer: 5
solutions through illustration. solution through illustration.
1 2 3
1. 3 4 + 4 = 3 4 https://tinyurl.com/ykdh653w
https://tinyurl.com/ykdh653w

2 4 6
2. 2 7 + 7 = 2 7 Expected Answer: Expected Answer:
1 2 3
1 2
1. 3 4 + 4 = 3 4
3 1. 3 4 + 4 = 3 4
2 4 6
2 4
2. 2 7 + 7 = 2 7
6 2. 2 7 + 7 = 2 7
1 1
1
3. 3 5 + 5 = 8 5
1 3. 3 5 + 5 = 8 5

Additional Activities
for Application or
Remediation (if
applicable)

Remarks

Reflection

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 LESSON SCRIPT IN MATHEMATICS 4

IV. TEACHING AND LEARNING PROCEDURES DAY 3

Before/Pre-Lesson Proper
Activating Prior
Knowledge Good morning/afternoon, class! How are you today class?
(5 minutes) I’m fine also, before we start our new lesson. Let us have a drill.

Intervention Group Consolidation Group Enhancement Group

I am going to show you some flash I am going to show you some flash I am going to show you some flash
cards, then give me the answer orally. cards, then give me the answer orally. cards, then give me the answer orally.
(Teacher may briefly review the lesson (Teacher may briefly review the lesson You are going to explain to your
on adding similar fractions.) on adding similar fractions.) classmates how you got the answer.
(Learners may have work pair on this)
Sample flash card Sample flash card Sample flash card
1 1 1 1 1 1
+ = + = + =
3 3 3 3 3 3
3 2 3 2 3 2
2 +1 = 2 +1 = 2 +1 =
6 6 6 6 6 6
1 3 1 3 1 3
2 + = 2 + = 2 + =
9 9 9 9 9 9
4 2 4 2 4 2
+8 = +8 = +8 =
7 7 7 7 7 7
5 5 5
+3 = +3 = +3 =
9 9 9

As you can see in adding:

1. Simple similar fractions, we can easily get the answer by just adding the numerator of the given fractions and
copy the common denominator.
2. Mixed number by another mixed number, just add the whole numbers, add the numerator of the fractions, and
copy the denominator.
3. Mixed number by a simple fraction, copy the whole number then add the numerators of the fractions and copy
the denominator.
4. Whole number by a simple fraction, just combine the number.

Lesson From your quarter 2, you added similar fractions. Today we are going to add dissimilar fractions. Are you excited, kids?
Purpose/Intention Let us do it!

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 LESSON SCRIPT IN MATHEMATICS 4

(1 minute)
Let us read the following words before we go further to our discussion.
Lesson Language
LCM is least common multiple or the smallest multiple that two or more numbers have in common.
Practice
LCD is least common denominator or the LCM of the denominators of two or more fractions.
(1 minute)

During/Lesson Proper
Teaching the Key Now, do you know what is a LCD? What comes into your mind when you hear the word LCD? Is it related to LCM?
Idea/Stem Ok, let us go back to example 1 from yesterday’s lesson.
(3 minutes) Intervention Group Consolidation Group Enhancement Group
Example 1 Example 1 Example 1
(Teacher will discuss the lesson) (Learners will have a group work in (Learners will have a work pair in
1
What is the sum of and ?
1 solving the answer) solving for the answer)
2 3 1 1 1 1
Solution: What is the sum of and ? What is the sum of and ?
2 3 2 3
Solution: Solution:

𝟓
Answer:
𝟔 𝟓 𝟓
From the given fraction, let us get the Answer: Answer:
𝟔 𝟔
denominators 2 and 3. What is the From the given fraction, let us get the From the given fraction, let us get the
least common multiple of 2 and 3? denominators 2 and 3. What is the denominators 2 and 3. What is the
Observe the sum of and , . Is the least common multiple of 2 and 3? least common multiple of 2 and 3?
1 1 5
2 3 6 1 1 5 1 1 5
denominator of the sum same as the Observe the sum of 2 and 3 , 6 . Is the Observe the sum of 2 and 3 , 6 . How
LCM? denominator of the sum same as the is the denominator of the sum
LCM? related to the LCM of 2 and 3?

Developing Using the LCM of the denominators or LCD

𝟏 𝟏
Understanding of the Add: +
𝟐 𝟑
Key Idea
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 LESSON SCRIPT IN MATHEMATICS 4

Solution:
(10 minutes) Step 1: Determine the LCD of the given fractions by getting the LCM of the denominator.
I will present to you how to find the LCM using the the listing method. Write down the denominator of your given, List
down its multiples.
2= 2, 4, 6, 8, 10, 12
3= 3, 6, 9, 12
From our listing, our first common multiple is 6, then it will be the LCD. As you can see, we have another common
multiple, which is 12. But it is higher than 6. When we say LCD, it must be the lowest common multiple from the list.
Step 2: Use the LCD to make the given fractions similar through their equivalent fractions.
1 1
+3 =
2
1 ? 1 ?
=6 + =6
2 3

To get the new numerator , divide the LCD to the denominator of the given fraction, then multiply to ita numerator (
1 1
For , (6 ÷ 2) x 1= 3; while for , ( (6 ÷ 3 ) x 1 = 2. So,
2 3

1
2
= 36 and 1
3
= 26
Step 3: Add the similar fractions.
1 1 3 2
+3 = 6+6
2
3+ 2
= 6
5
Answer:
6
Step 4. Simplify the answer if needed.
Let us have another example:

6 1
Example 2. What is the sum of and ?
8 4
Solution:

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 LESSON SCRIPT IN MATHEMATICS 4

Step 1. Determine the LCD of the given fractions. LCD: 8 (Note: Teacher can discuss again the process on determining
the LCD through the listing method)
Step 2. Use the LCD to make the given fractions similar.
6 ? 1 ?
= =
8 8 4 8
6 6 1 2
= =
8 8 4 8
Step 3. Add the similar fractions.
6 1 6 2
+4=8+8
8
6+ 2
= 8
8
Answer =
8
8
Step 4. Simplify the answer : or 1
8
Again, in adding dissimilar fractions, we cannot add unless we make them similar fractions using the LCD. This process
is transforming fractions into similar fractions using the equivalent fractions concept as discussed from the past lesson.

Deepening 1 2
Example 3: Add∶ +3
Understanding of the 2
Key Idea/Stem Solution:
(5 minutes) Step 1: Determine the LCD.
LCD: 6
Step 2: Use the LCD to make the given fractions similar.

1 ? 2 ?
= =
2 6 3 6
1 3 2 4
= =
2 6 3 6
Step 3: Add the similar fractions.

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 LESSON SCRIPT IN MATHEMATICS 4

1 2 3 4
+3 =6+6
2
3+4
= 6
7
Answer:
6
Step 4: Simplify the answer.
7
Thus, the final answer is which is an improper fraction. Let us follow the procedure in changing improper fraction to
6
mixed number.

Step 1. Divide the numerator by the denominator (numerator will become dividend and denominator is the

divisor)

1 whole number
denominator 6 ⟌7
6
1 numerator

Step 2: After dividing, the answer must have the following:

a. Quotient will become the whole number.
b. The remainder will be the new numerator.
c. The divisor will remain as the denominator.
1
Therefore, the final answer is 1 . (Teacher may discuss another example of this process)
6

Note: Some activities/examples presented are the same as in the Lesson Exemplar. You may use these
activities/examples if your learners need to work on the same activities over again. However, if you see the need to
provide a different set of examples, you may do so.

After/Post-Lesson Proper

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 LESSON SCRIPT IN MATHEMATICS 4

Making Nice one! You've demonstrated an understanding of adding dissimilar fractions.

Generalizations and 1. To add dissimilar fractions, what are we going to do?
Abstractions 2. When do you need to simplify the answer?
(2 minutes)
Evaluating Learning Now, we will test our understanding of adding dissimilar fractions with the use of LCD.
(4 minutes) Intervention Group Consolidation Group Enhancement Group
Fill in the box to make the Fill in the box to make the Solve for the following. Show the
equation correct. equation correct. complete solution.

Expected Answer:
Expected Answer:
Expected Answer: 𝟏
1. + =
𝟑 𝟓
+
𝟗
=
𝟏𝟒
𝟏 𝟑 𝟓 𝟗 𝟏𝟒
𝟏 𝟑 𝟓 𝟗 𝟏𝟒 𝟑 𝟓 𝟏𝟓 𝟏𝟓 𝟏𝟓 1. 𝟑 + 𝟓 = 𝟏𝟓 + 𝟏𝟓 = 𝟏𝟓
1. 𝟑 + 𝟓 = 𝟏𝟓 + 𝟏𝟓 = 𝟏𝟓 𝟐 𝟑 𝟒 𝟑 𝟕
2. 𝟒 + 𝟖 = 𝟖 + 𝟖 = 𝟖 𝟐 𝟑 𝟒 𝟑 𝟕
𝟐 𝟑 𝟒 𝟑 𝟕 2. 𝟒 + 𝟖 = 𝟖 + 𝟖 = 𝟖
2. 𝟒 + 𝟖 = 𝟖 + 𝟖 = 𝟖 𝟗 𝟓 𝟏𝟒 𝟐 𝟏
3. + 𝟏𝟐 = 𝟏𝟐 𝒐𝒓 𝟏 𝟏𝟐 𝒐𝒓 𝟏 𝟔 𝟗 𝟓 𝟏𝟒 𝟐 𝟏
𝟗 𝟓 𝟏𝟒 𝟐 𝟏 𝟏𝟐 3. + 𝟏𝟐 = 𝟏𝟐 𝒐𝒓 𝟏 𝟏𝟐 𝒐𝒓 𝟏 𝟔
3. + 𝟏𝟐 = 𝟏𝟐 𝒐𝒓 𝟏 𝟏𝟐 𝒐𝒓 𝟏 𝟔 𝟏𝟐
𝟏𝟐

Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection

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 LESSON SCRIPT IN MATHEMATICS 4

IV. TEACHING AND LEARNING PROCEDURES DAY 4

Before/Pre-Lesson Proper
Activating Prior Good morning/afternoon, class!
Knowledge Are you excited for today’s lesson? Do you want to play a game?
(5 minutes) Ok let’s start!
Intervention Group Consolidation Group Enhancement Group
“Spin the Wheel” “Spin the Wheel” “Spin the Wheel”
I am going to put all your name in I am going to put all your name in I am going to put all your name in
the wheel. As I spin it, the name the wheel. As I spin it, the name the wheel. As I spin it, the name
that will be chosen by the wheel that will be chosen by the wheel that will be chosen by the wheel
will stand and write on the board will stand. Give the multiples of the will stand. Give the multiples of the
the multiples of the number that 2 numbers that your classmates 2 numbers that your classmates
I’m going to give you. (Teacher will will give you. will give you.
have a pairing of the number and Ok, supposedly these numbers are Ok, supposedly these numbers are
its multiples) the denominator of our fractions, the denominator of our fractions,
Ok, supposedly these numbers are let us find their LCD. let us find their LCD.
the denominators of our fractions, Ex: 5= 5, 10, 15 ,20, 25, 30 Ex: 4= 4, 8, 12, 16, 20, 24, 28
let us find their LCD. 6= 6, 12, 18, 24, 30 7= 7, 14, 21, 28, 32
Ex: 4= 4, 8, 12, 16, 20 LCD is 30. LCD is 28.
6= 6, 12, 18, 24, 30
LCD is 12.
Lesson From your yesterday’s lesson, you added dissimilar fractions: proper fraction by another proper fraction. Now let us
Purpose/Intention continue adding but with another scenario/given fractions.
(1 minute) Let us do it!
Lesson Language Let us read the following words before we go further to our discussion.
Practice Proper Fraction is a fraction whose numerator is lower than denominator.
(1 minute) Mixed Number is a combination of whole number and a fraction.
During/Lesson Proper
Teaching the Key Now, read and analyze this word passage.
Idea/Stem 𝟏 𝟏
Sandra made her project by using colored construction paper. She used 𝟐 red sheets, 𝟑 black sheets. She
(3 minutes) 𝟒 𝟐
needs to present in the class the number of sheets she used in all.

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 LESSON SCRIPT IN MATHEMATICS 4

Could you assist Sandra on how to compute this?

Intervention Group Consolidation Group Enhancement Group
𝟏 𝟏 𝟏 𝟏 𝟏 𝟏
Add 𝟐 + 𝟑 Add 𝟐 + 𝟑 Add 𝟐 + 𝟑
𝟒 𝟐 𝟒 𝟐 𝟒 𝟐
Ok, let us make a representation of Ok, let us make a representation of Ok, let us make a representation of
the given thru drawing. the given thru drawing. the given thru drawing.

+ = + = + =
= = =

Count all the whole parts, which is Count all the whole parts, which is Count all the whole parts, which is
5. Add the fractional part. 5. Add the fractional part. 5. Add the fractional part.

= = =

𝟏 𝟏 𝟑 𝟏 𝟏 𝟑 𝟏 𝟏 𝟑
+ = . Combine the whole and + = . Combine the whole and + = . Combine the whole and
𝟒 𝟐 𝟒 𝟒 𝟐 𝟒 𝟒 𝟐 𝟒
𝟏 𝟏 𝟏 𝟏 𝟏 𝟏
fractional part. So, 𝟐 + 𝟑 fractional part. So, 𝟐 + 𝟑 fractional part. So, 𝟐 + 𝟑
𝟒 𝟐 𝟒 𝟐 𝟒 𝟐
3 3 3
is equal to 5 . is equal to 5 . is equal to 5 .
4 4 4

Developing 3 1
Example 2. What is the sum of 58 and 2 ?
Understanding of the 2
Key Idea Solution:
(10 minutes) 3 1
Step 1. Determine the LCD of the given fraction 𝑎𝑛𝑑 LCD: 8 Note: Teacher can discuss again the process of
8 2
determining the LCD, set aside the whole numbers first)
Step 2. Use the LCD to make the given fractions similar.
3 1
= =
8 8 2 8
3 𝟑 1 𝟒
= =
8 𝟖 2 𝟖
3 1 3 1
Step 3. Add the similar fractions and whole number. 58 + 2 = (5 + 2) + ( 8 + )
2 2
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 LESSON SCRIPT IN MATHEMATICS 4

𝟑 𝟒
= (5 + 2) +( + )
𝟖 𝟖
𝟑 𝟒
=7+ ( + )
𝟖 𝟖
3+ 4
=7+ ( )
8
7
=7+ (8)
Answer: 𝟕 𝟕𝟖
Step 4. Simplify the answer. In this case, we don’t have to simplify because the answer is already in lowest
term.
2 1
Example 3. What is the sum of 45 and ?
4
Solution:
2 1
Step 1. Determine the LCD of the given fraction and . LCD: 20 Set aside the whole numbers first)
5 4

Step 2. Use the LCD to make the given fractions similar.

2 1
= 20 = 20
5 4

2 𝟖 1 𝟓
= 𝟐𝟎 = 𝟐𝟎
5 4
2 1 2 1
Step 3. Add the similar fractions and whole number. 45 + = 4 + (5 + 4)
4
𝟖 𝟓
=4+( + )
𝟐𝟎 𝟐𝟎
8+ 5
=4+( )
20
13
= 4 + (20)
𝟏𝟑
Answer: 𝟒
𝟐𝟎
Step 4. Simplify the answer. In this case, we don’t have to simplify because the answer is already in lowest

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 LESSON SCRIPT IN MATHEMATICS 4

term.
Deepening Intervention Group Consolidation Group Enhancement Group
Understanding of the
Let’s Practice… Let’s Practice… Let’s Practice…
Key Idea/Stem
(5 minutes) Distribute this sample activity Distribute this sample activity Distribute this sample activity sheet to
sheet, then discuss it to the class. sheet to the class, then let them the class, then let them do the task
work in a pair. individually.
𝟏 𝟐
a.) 𝟓 𝟐 + 𝟑 𝟔 𝟏 𝟐 𝟏 𝟐
a.) 𝟓 + 𝟑 a.) 𝟓 + 𝟑
𝟐 𝟔 𝟐 𝟔
= (__ + __) + ( + 6)
6
= (__ + __) + ( + 6) = (__ + __) + ( + 6)
__+ __ 6 6
= __ + ( ) __+ __ __+ __
6
= __ + ( ) = __ + ( )
6 6
= __ +
6
= __ + = __ +
6 6
= __ 6
= __ = __
𝟏 𝟑 6 6
b.) 𝟑 + 𝟓 𝟏 𝟑 𝟏 𝟑
𝟒
b.) 𝟑 + 𝟓 b.) 𝟑 + 𝟓
𝟒 𝟒
= __ + ( + 12)
12
= __ + ( + 12) = __ + ( + 12)
_+ _ 12 12
= __ + ( 12 ) _+ _ _+ _
= __ + ( 12 ) = __ + ( 12 )
= __ + or ___
12
= __ + or ___ = __ + or ___
12 12

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 LESSON SCRIPT IN MATHEMATICS 4

Expected Answer: Expected Answer: Expected Answer:

𝟏 𝟐 𝟏 𝟐 𝟏 𝟐
𝒂. ) 𝟓 + 𝟑 𝒂. )𝟓 + 𝟑 𝒂. )𝟓 + 𝟑
𝟐 𝟔 𝟐 𝟔 𝟐 𝟔
3 2 3 2 3 2
= ( 5 + 3) + ( 6 + 6) = (5 + 3) + ( 6 + 6) = (5 + 3) + ( 6 + 6)
3+ 2 3+ 2 3+ 2
=8+( ) =8+( ) =8+( )
6 6 6
5 5 5
=8+ =8+ =8+
6 6 6
5 5 5
=8 =8 =8
6 6 6

𝟏 𝟑 𝟏 𝟑 𝟏 𝟑
𝒃. ) +𝟓 𝒃. ) + 𝟓 𝒃. ) +𝟓
𝟑 𝟒 𝟑 𝟒 𝟑 𝟒
4 9 4 9 4 9
=5+( + 12) =5+( + 12) =5+( + 12)
12 12 12
4+ 9 4+ 9 4+ 9
=5+( ) =5+( ) =5+( )
12 12 12
1 1 13 1 13 1
= 5 + 1 12 or 6 12 =5+ or 6 12 =5+ or 6 12
12 12

After/Post-Lesson Proper
Making
Generalizations and Nice one! You've demonstrated an understanding of adding dissimilar fractions.
Abstractions 1. To add dissimilar fractions, what are we going to do?
(2 minutes)

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 LESSON SCRIPT IN MATHEMATICS 4

Evaluating Learning
Now, we will test our understanding of adding dissimilar fractions with the use of LCD.
(4 minutes)
Intervention Group Consolidation Group Enhancement Group

Fill in the blanks to complete the Fill in the blanks to complete the Solve by showing complete solution.
solution. solution.
𝟑 𝟏 𝟑 𝟏
a.) 𝟏𝟎 𝟕 + 𝟏 𝟒 a.) 𝟏𝟎 𝟕 + 𝟏 𝟒
= (__ + __) + ( + 28) = (__ + __) + ( + ) 𝟑
a.) 𝟏𝟎 𝟕 + 𝟏 𝟒
𝟏
28
𝟐 𝟑
= __ + (
__+ __
) = __ + (
__+ __
) b.) 𝟖 𝟓 +
28 𝟏𝟎

= __ + = __ +
28

= __ = __
28
𝟐 𝟑 𝟐 𝟑
b.) 𝟖 𝟓 + b.) 𝟖 𝟓 +
𝟏𝟎 𝟏𝟎

= __ + ( + ) = __ + ( + )
_+ _ _+ _
= __ + ( ) = __ + ( )

= __ + = __ +

= _____ = _____

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 LESSON SCRIPT IN MATHEMATICS 4

Expected Answer: Expected Answer:

Expected Answer:
𝟑 𝟏 𝟑 𝟏
a.) 𝟏𝟎 𝟕 + 𝟏 𝟒 a.) 𝟏𝟎 𝟕 + 𝟏 𝟒
𝟑 𝟏
= (10 + 1) + (
12 7
+ 28) = (10 + 1) + (
12 7
+ 28) a.) 𝟏𝟎 𝟕 + 𝟏 𝟒
28 28
12 7
12 + 7 12 + 7 = (10 + 1) + ( + 28)
28
= 11 + ( ) = 11 + ( )
28 28
12 + 7
19 19 = 11 + ( )
28
= 11 + = 11 +
28 28
19
19 19 = 11 + 28
= 11 = 11
28 28
19
𝟐 𝟑 𝟐 𝟑 = 11 28
b.) 𝟖 𝟓 + b.) 𝟖 𝟓 +
𝟏𝟎 𝟏𝟎
𝟐 𝟑
=8+(
4
+ 10)
3
=8+(
4
+ 10)
3 b.) 𝟖 𝟓 +
10 10 𝟏𝟎
4 3
4+ 3 4+ 3 =8+( + 10)
10
=8+( ) =8+( )
10 10
4+ 3
7 7 =8+( )
=8+ =8+ 10
10 10
7
=8
7
=8
7 =8+
10 10 10
7
=8
10

Additional Activities
for Application or
Remediation (if
applicable)

27
 LESSON SCRIPT IN MATHEMATICS 4

Remarks
Reflection

Prepared by:

DIONY ZENAIDA S. DENIEGA

Writer

Reviewed by:
ANGELO D. UY STEPHANIE G. QUIAMBAO
Content/Language Validator Content/Language Validator

Approved by:

PAUL GENCE L. OCAMPO HAZEL ANGELYN E. TESORO

Education Program Supervisor Education Program Supervisor

DIANNE CATHERINE T. ANTONIO

Education Program Supervisor, LRMS

VIERNALYN M. NAMA
Chief Education Supervisor

LOIDA N. NIDEA
Assistant Regional Director

Atty. ALBERTO T. ESCOBARTE. CESO II

Regional Director

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