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MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Add mixed decimals with or without regrouping

Value: Thriftiness, Helpfulness

II. LEARNING CONTENT:Adding mixed decimal with or without regrouping

References: BEC-PELC II B 2.1 Enfolding Mathematics IV

Materials: different kinds of vegetables (real vegetables), bamboo sticks, tape measure, basket, flashcards, drill boards, money, canteen sales, ruler

III. LEARNING EXPERIENCES:A. Preparatory Activities:

1. Drill:Wheel of Number Give the sum of the combination of numbers orally.

2. Review:

Find the sum by adding diagonally and horizontally.0.3 0.36 0.8 0.9 0.7 0.22

0.11 0.4 0.1

3. Motivation:Mother wants to prepare "pinakbet" for lunch. Can you help her get or buy the vegetables

for the menu"? Are you helpful to your mother"? In what way"?

B. Developmental Activities:1. Presentation:

What vegetables will mother buy"?How much will she pay? Vegetable Stand P15.00/kilo eggplant P22.S0/kilo squash P15.50/kilo sayote P10.S0/bundle string beansP12.00/kilo carrots P5.00/bundle kangkong

2. Practice Exercises:Dyad: “Counting Money”

a. Every pair will be given a box which consists of coins and bills.

b. The pair should determine the amount of money in the box.

3. Generalization:How will you add mixed decimals?

IV. EVALUATION:Solve

1. 2.37 + 22.7 =2. P26.50 + P41.21 + P2.27 = 3. Canteen sales slip (Teacher should prepare this sales slip)

a. If you have P20.00, what items can you buy from it? b. Write the items and the price then solve.

V. ASSIGNMENT:Add:

1. 2.72, 43.432. 26.28, 143.483. P738.75, P443.20, P10.004. Jose is 155cm tall last year. This year, he grew by 2.2cm. how tall is he now?5. A butcher weighed two hogs. The first hog weighed 43.5kg and the second 39.3kg, what is the

total weight of the two hogs?

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Subtract mixed decimals through hundredths with or without regrouping

Value: Thriftiness, Helpfulness

II. LEARNING CONTENT:Subtracting mixed decimals through hundredths with or without regrouping

References: BEC-PELC II B 2.2Enfolding Mathematics IV

Materials: flashcards, written exercises on a cartolina, picture


1. Drill: Subtract the following numbers (using flashcards)

42 63 87 91 49- 21 - 40 - 11 - 50 - 23

2. Review:Subtract of decimals with regrouping.0.51 0.84 0.90 0.72 0.60

- 0.38 - 0.45 - 0.63 - 0.56 - 0.27

3. Motivation:Show a glass of water. Talk about the importance of water. Ask pupils to give ways of

conserving and preserving our water resources. Show the picture of the water level gauge at La Mesa Dam. Tell them what this is all about.


a. Read and analyze this problem.At the start of summer, the water level at La Mesa Dam stood at 1.3 meters. By the

end of summer, it dipped by 0.4m. What was the water level at the end of summer? b. Answer the following”

a. What are the given facts? b. What is asked? c. How will you find the answer?

2. Guided Practice:Find the difference:1. 4.4 – 2.3 2. 8.7 – 6.4 3. 5.8 – 4.5

3. Generalization:How do we subtract mixed decimals?

IV. EVALUATION:Subtract the following:

7.2 92.7 34.8 98.25 25.9- 3.0 - 14.8 - 12.4 - 22.05 - 15.4

V. ASSIGNMENT:Write the decimal numbers in column. Then find the difference.

1. 42.04 – 8.93 =2. 5.71– 1.69 =3. 14.61 – 0.53 =4. 10.2 – 8.4 =5. 72.04 – 12.63 =

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Solve word problems involving either addition or subtraction of decimals including money

Value: Accuracy and cooperation

II. LEARNING CONTENT:Solving word problems involving either addition or subtraction of decimals.


Materials: flashcards, list of prices of school supplies, money, dice/cubes with numbers written on it.


1. Drill: Copy to complete each table by adding and subtracting the decimals down and across.

2. Review:Write the decimal numbers in column. Then find the difference.

a. 42.04 – 8.93 = b. 5.71– 1.69 = c. 3.85 – 2.36 =

3. Motivation:Can you buy 2 pencils with P5:00? (one pencil costs P1.75)


A notebook is on sale for P 13.00. An eraser is on sale for P3.75. How much will both cost.

How did you get the answer?Lets find out if your answers are correct.Notebook - P13.00Eraser - P 3.75

P16.75 – Amt. SpentWhat did I add to P13 before solving the problem?

2. Practice Exercises:Read and solve:a. Sally filled 2.5 boxes with crayons. She filled another 3.25 boxes with books. How many

boxes did she fill?

3. Generalization:How did you solve word problem involving either addition or subtraction of decimals?

IV. EVALUATION:Solve these problem

1. Gracia needs 15.5 meters of cloth for her sala set and 35.62 meters for window curtains. How many meters does she need in all?

2. Maila spend P260.45 for snacks and P150.50 for fare to school every week. How much does she spend weekly for her snacks and fare?

V. ASSIGNMENT:1. Father bought 6 shirts from one store and 3 more in another store. If each costs P32, how much

did she spend for them'? 2. Daisy ran a 100-meter dash in 14.6 seconds. The second time she ran, it took her 11.95 seconds.

How many seconds less did she take the second time?

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Analyze 1-step word problems involving either addition or subtraction of decimals including

money

Value: Spending Money Wisely

II. LEARNING CONTENT:Analyze 1-step word problems involving either addition or subtraction of decimals including

money

References: BEC-PELC II B 3.1.1 – 1.4Enfolding Mathematics IV

Materials: activity cards, strips of cartolina with steps in analyzing word problems.


1. Drill: Number pocket chart2. Review:

Aling Rosa sold 350 green mangoes and yellow mangoes. If she sold 175 green mangoes, how many yellow mangoes did she sell? Tell about the following:a. number of yellow mangoes b. 350 and 175 mangoes c. subtraction

3. Motivation:Luz bought a cartolina worth Pl0.00and colored, paper worth P24.25. How much did she

pay for these items? Answer the following:

Who bought the cartolina and colored paper? Where do you think she will use these things?

B. Developmental Activities:1. Presentation of Lesson:

If you are to know how much Luz pay, what will you do? We will work together in answering the problem by doing group work/activities. You may go to your own groupings now.

2. Group Activities:Acting OutMaterials: Cartolina, colored paper, money ( real/play) How much will Luz pay for the cartolina and colored paper? a. Members of the group will act out the problem (role playing) b. Pupils will show how to solve the

3. Practice Exercises:a. John swam a distance of 0.4km. Daniel swam a distance of 0.62km. How much farther

did Daniel swim than John?

- What is asked? - What are the given data? - What operation will you use?

3. Generalization:In analyzing 1-step word problems involving either addition or subtraction of decimals, follow the following steps:a. know what is askedb. know the given factsc. determine the process to be usedd. write the mathematical sentencee. solve for the answer

IV. EVALUATION:Analyze the problem below.1. Mother had 6.8kg of chicken in the refrigerator. If she cooked 3.9kg, how many kilos of chicken

were left? a. What is asked?b. What are given?

V. ASSIGNMENT:Read and analyze the problems below. Follow the steps in analyzing word problems. 1. Paro spends P260A5 for snacks and P150.50 for fare to school every week. How much does she

spend weekly for her snacks and fare?2. Gracia needs 15.5 meters of cloth for her sala set and 35.62 meters for window curtains. How

many more meters are for the window curtains than for the sala set?

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Solve 1-to 2-step word problems involving addition and subtraction of decimals including money

Value: Industry and thoughtfulness

II. LEARNING CONTENT:Solving 1-to 2-step word problems involving addition and subtraction of decimals including

money


Materials: chart on problem solving, play money


1. Drill: Traveling GameThe teacher will use flashcards with basic addition and subtraction facts. Divide the class

into 4 groups (columns). Flash basic fact and the first pupil to answer has to advance one pace. The game continues until all the basic facts have been flashed. The group/column that has advanced the most number of paces wins.

2. Review:Felisa bought a half kilo of lanzones for P55.00. If she gave a P100 bill, how much

change did she receive7 What is asked? What are given? What is the operation to be used? What is the number sentence? What is the answer?

3. Motivation:Edgar has a problem. It will be his mother's birthday next week. He wanted to buy a

birthday gift for her but he doesn't have money? How can he solve his problem?

B. Developmental Activities:1. Presentation of Lesson:

Solve Edgar's problem in the motivation by reading this problem. Edgar, a balut vendor, earned P199.50 in one night and P223.25 the second night. He

bought a birthday gift for his mother worth P175. How much was left? - What is asked?

- What are the given data? - What operation will you use?

2. Practice Exercises:a. Mr. De Leon bought 12.2 liters of gasoline on Monday, 15.4 liters on Wednesday and

13.5 liters on Saturday. How many liters of gasoline did he buy in all? b. Sonia had P39.40. She spent P4.50 for a pencil and P15.00 for a sandwich and saved the

rest. How much did she save?

3. Generalization:1. What must you do in order to understand a word problem? 2. How do you do in analyzing a word problem?

IV. EVALUATION:Study the following menu in a canteen and answer the questions that follow. Read, analyze and

solve the problems following the steps in problem solving. 1. What is asked in the problem? 2. What is/are the given facts? 3. What is the word clue? 4. What are the processes to be used? 5. What is the mathematical sentence? 6. Solve the problem and express the answer.

V. ASSIGNMENT:Solve for the answera. Vicky bought a kilo of rice for P21.50 and a bar of soap for P 19.00. How much did she spend

in all? b. Caesar bought an old bicycle for P650.00. He spent P'325 for repair and P 50.75 for painting.

Later he sold it at P 1,750.50. How much was his gain?

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Analyze 1-to 2-step word problem involving addition and subtraction of decimals including

money.

Value: Thrift

II. LEARNING CONTENT:Analyzing 1-to 2-step word problem involving addition and subtraction of decimals including

money.

References: BEC-PELC II B 3.2.1 – 2.4Enfolding Mathematics

Materials: charts, cartolina strips, activity sheets


1. Drill: Use the letters of the alphabet with their corresponding values to answer the exercises that follow.

P0.05 P0.10 P0.25 P0.50 P1.00 P2.00A B C D E F G H I J K L M N 0 P Q R S T U V W X Y Z

a. Find out the value of your full nameb. Find the value of your best friends name.

2. Review:What are the steps in solving 1-step word problems involving either addition or

subtraction? a. Paolo grows fast. In January, he grew by 4.7Scm. In February, he grew by 2.7Scm. In

March, he grew by 2.80cm. By how many centimeters did he grow in 3 months?

3. Motivation:How much money does your mother give you everyday for your allowance? Do you

spend all your money or do you save some amount?


Baby saved P1S.00 from her allowance last week and P9.S0 this week of she used P7.S0 for buying a ballpen, how much money does she have left?

How are you going to answer the problem? How did we analyze the problem?Did you follow the steps?

2. Practice Exercises:Choose the letter of the correct answer.Remy bought a glass of juice for P6.50 and my sandwich for P8.50. how much did she

get from P20.00?1. What is asked in the problem?

a. Remy's change from her P20.00 b. Total cost of a glass of juice and a sandwich c. Amount she had d. Amount of money given to her

3. Generalization:How do we analyze a 2-step word problem?

1. What is asked in the problem? 2. What are the given facts? 3. What is the hidden question? 4. What operations will be used? 5. What is the mathematical sentence? 6. What is the correct answer?

IV. EVALUATION:Read and understand the problems. Answer the questions below.

1. For his project, mark spent P38.50 for battery and P16.25 for a small bulb. How much did he spend for his project? How much change will he receive from his P100peso bill? a. What is asked in the problem? b. What are the given facts? c. What is the hidden question? d. What are the operations to be used? e. What is the mathematical sentence suited to the problem? f. What is the correct answer?

V. ASSIGNMENT:Analyze each problem given below. Answer the following questions.

1. What is asked in the problem? 2. What are the given facts? 3. What is the hidden question7 4. What processes will be used to solve the problem? 5. What is the mathematical sentence?

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Identify proper fractions / improper fractions / mixed form from a given set of fractions including

those with denominators of 10 and 100

Value: Carefulness

II. LEARNING CONTENT:Identifying proper fractions / improper fractions / mixed form from a given set of fractions

including those with denominators of 10 and 100

References: BEC-PELC II C 1.1Enfolding Mathematics

Materials: fraction strips, blocks, set of small objects


1. Drill: Have the pupils give the fraction for the shaded part in each picture.

2. Review:

Fractional numbers

Give the fraction for each. Which is the numerator? Which is the denominator?

3. Motivation:Look at these fractions

¼ 5/6 4/8Ask: Is the numerator greater than the denominator?


What is half the distance between 0 and 1? What is another half added to 1? What is another half added to 3?

2. Practice Exercises:Circle the proper fractions, box the improper fractions and cross the mixed forms.

1. 4/5, 1 7/9, 8/3, 2/5, 2/112. 4/1, 6/15, 25/100, 6 ½3. 2/3, 5/2, 1/8, 3/10, 1 1/3

3. Generalization:How do proper, improper and mixed numbers differ from each other?

IV. EVALUATION:Copy the improper fractions in each set.

1. 3/5 11/4 9/1002. 11/9 20/7 2/83. 15/4 1/3 9/7

V. ASSIGNMENT:Write whether each of the fractions below is a proper, improper or mixed number.

1. 2 2. 15 3. 6 3 4. 1 6 5. 8 3 7 7 11 19

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Identify fractions involving regions, sets and number lines

Value: Enjoyment in one’s work

II. LEARNING CONTENT:Visualizing fractions including those with denominators of 10 and 100

References: BEC-PELC II C 1.1.1 - 1.1.2Enfolding Mathematics

Materials: cut outs, drawings, number line, scissors, paper, crayons, ruler, pencil


1. Review: Can you identify the following shapes?

2. Motivation:

Ask: What did we do to the shapes? What happened to the shapes?


a. Ask: into how many parts are the shapes divided?a. 6 parts c. 7 parts e. 5 partsb. 4 parts d. 2 parts

2. Guided Practice:What fraction of all the ballsare the following?a. large d. small and blackb. medium e. medium and whitec. small

3. Generalization:What is the fraction? How will you represent a fraction?

IV. EVALUATION:Color, shade or encircle to show the fractional parts.

V. ASSIGNMENT:Draw picture of the following fractions.1. 3/10 2. 25/100 3. 5/12 4. 10/20 5. 5/15

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Identify similar and dissimilar fractions from a given set of fractions

Value: Cooperation

II. LEARNING CONTENT:Identifying similar and dissimilar fractions


Materials: diagrapms


1. Drill: conduct a drill on reading and writing fractions and mixed numbers.a. Have them read following; 2/5, 1/6, 4/8, 4 ½, 2 3/7

2. Review:Identify and write weather each of the following is a proper fraction, improper fraction or

a mixed number.3/5 5/5 8/4 2 ¼ 4/7

3. Motivation:Daisy was asked to draw these different shapes on the black board

How many shapes did daisy draw?


Discuss the difference between similar and dissimilar fractions and give examples.

2. Guided Practice:Encircle the similar fractions and box the dissimilar fractions in each set.

3. Generalization:What are similar fractions? What are dissimilar fractions?

IV. EVALUATION:Put a check mark on the blank if the set of fractions are similar fractions. Put a cross if the set of

fractions are dissimilar fractions.

V. ASSIGNMENT:Select from the following groups of fractions the sets of similar fractions. Encircle the letter of

the correct answer.

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Rename decimals and whole numbers to fractions from a given set of fractions

Value: Wise use of leisure time, speed and accuracy

II. LEARNING CONTENT:Renaming decimals and whole numbers to fractions from a given set of fractions


Materials: pictures, illustrations


1. Drill: Write the fractions for the shaded parts.

2. Review:Review in giving the place value of each digit in a decimal number. Answer the

following questions. a. In 0.97, what is the value of 9? b. In 0.6, what is the value of 6? c. In 2.84, what does 2 represent?

3. Motivation:What is your favorite hobby? What do you do with your free time? Is your hobby

interesting?


Let us read how Lea works on her hobby.Group Activity- Collecting Stamps

Lea arranged some stamps in her album. Each column can hold 10 stamps. One column had 7 stamps only. What part of the column was filled up? a. What is the fractional part of the column with stamps? . b. What is the denominator of the fraction? What does it mean? c. Are the stamps less than one column?

2. Practice Exercises:Write the decimal for each expanded form.

3. Generalization:How will you add mixed decimals?

IV. EVALUATION:Write the following in decimals.1. Forty – two and five tenths2. Two and three tenths3. Eighty-five thousandths4. One hundred five and seven hundredths5. Three hundred five thousandths

V. ASSIGNMENT:Complete the table below.

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Order similar fractions written in different forms from least to greatest and vice versa

Value: Sharing

II. LEARNING CONTENT:Ordering similar fractions written in different forms from least to greatest and vice versa

References: BEC-PELC II C 2aEnfolding Mathematics

Materials: flashcards, fraction bars, charts, activity sheets


1. Drill: Write > or < to compare the numbers below.39 ______ 31 33 ______ 2848 ______ 52 43 ______ 40

2. Review: Tell weather the fraction is similar, dissimilar, mixed or improper fractions.a. ¼ and 2/4 b. 6/4 c. 3/5 and 2/3 d. 1 2/3

3. Motivation:Which would you rather have 2/5 of a cake or 3/5 of a cake? Why?


a. Read the problem.In an art class, leaders were asked to share their cartolinas with their members. Francis use 3/8 of the cartolina, John used 1/8 and Luis used 6/8. who used the least materials?

2. Practice Exercises:Arrange each set of fractions from least to greatest then from greatest to least .

a. 4/5, 1/5, 3/5 b. 4/9, 8/9, 2/9 c. 3 6/12, 1 2/12, 2 5/12

3. Generalization:How do we order similar fractions?

IV. EVALUATION:Order each set of fractions from least to greatest.

1. 3/8, 1/58, 2/8, 5/82. 4/10, 2/10, 6/10, 11/103. 4/15, 1/15, 2/15, 10/15

V. ASSIGNMENT:Order from greatest to least.

1. 7/14, 3/14, 8/14 3. 1 2/5, 4 8/10, 2 1/102. 8/11, 2/11, 9/11

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Order dissimilar fractions from least to greatest and vice versa.

Value: Health consciousness

II. LEARNING CONTENT:Ordering dissimilar fractions from least to greatest and vice versa.

References: BEC-PELC II C 2bEnfolding Mathematics

Materials: flashcards, charts, fractions bars, activity sheets


1. Drill: Drill on basic multiplication facts.2 x 3 4 x 5 6 x 3 4 x 4 3 x 4

2. Review:Review ordering similar fractions. Order the given set of fractions from least to greatest.

a. 3/5, 5/5, 2/5, 1/5 b. 4/4, ¾, ¼, 2/4 c. 5/8, 7/8, 4/8, 1/8

3. Motivation:What food are you fond of eating? Are the foods that you eat nutritious? Are you fond of

eating sweet foods? Is eating sweet foods good for our body?


Present the Problem:Elmer, Wilmer and Jundel each bought 1 bar of chocolate of the same size. Elmer are 2/3

of his bar, Wilmer ate 2/6 of another bar and Jundel ate 1/6 of his chocolate. Who ate the biggest part? How do we solve the problem? a. Method 1 - Representing fractions through illustrations

Elmer 2/3 is shaded

Wilmer 2/6 is shaded

Jundel 1-6 is shaded

2. Practice Exercises:Arrange in order form least to greastest1. 1/8, 2/5, 1/5 2. 2/9, 1/3, 1/6 3. ½, 3/10, 3/10

3. Generalization:How do we order dissimilar fractions?

IV. EVALUATION:Arrange the fractions from least to greatest.

1. 2/6, 3/8, ¼ 2. 1/3, 2/4, 4/6 3. ¾, 2/3, 4/5

V. ASSIGNMENT:Arrange the fractions from greatest to least.

1. 1/5, 4/8, ¾2. 5/8, 2/6, 2/33. 2/4, 3/8, 1/94. 2/6, ¼, 2/35. 2/9, 3/6, 4/12

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Change improper fractions to mixed forms and vice versa

Value: Cooperation

II. LEARNING CONTENT:Changing improper fractions to mixed forms and vice versa


Materials: colored chalk, fraction strips


1. Drill: Drill on division of numbers with remainder (flashcards)9 ÷ 5 = 12 ÷ 5 = 14 ÷ 4 = 10 ÷ 3 =

2. Review: Identifying improper and proper fractions and mixed forms.3 ½, 9/4, 5/4, 2 ½, ¾, 10/6, 3/2, 1 ¼

3. Motivation:Have you experience wearing a gown? In what occasion did you wear it?


a. Show the illustrationb. Discuss the steps to solve the problem using the given illustration.

1. How many 2/2 are there in 5/2?2. How many wholes are there in 5/2?3. how many more halves are there?

2. Fixing Skills:a. Change the following to mixed form.

1. 10/7 2. 11/9 3. 12/11 4. 7/3 5. 15/12

3. Generalization:How do we change improper fractions to mixed forms?How do we change mixed forms to improper fractions?

IV. EVALUATION:Change each mixed number to improper fractions

1. 13 ½ 2. 7 5/6 3. 4 3/5 4. 5 ½ 5. 7 4/5

V. ASSIGNMENT:Find the missing number for each ___.

1. 2 1/3 = __/3 3. 13 2/7 = __/7 5. 6 ¾ = __/42. 5 ½ = __/2 4. 5 ½ = __ 2

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Change one (1) to fraction form and vice versa

Value: Love and Kindness

II. LEARNING CONTENT:Changing one (1) to fraction form and vice versa


Materials: fraction strips


1. Drill: Basic division facts2 ÷ 2 = n 3 ÷ 3 = n 4 ÷ 4 = n 6 ÷ 6 = n

2. Review: Choose division facts

3. Motivation:

How many fourths are there in a whole?How many halves are there in a whole?


Mrs. Soriano bought a large bibingka and divided it into 8 equal parts. She gave 1 part to each of .her 7 children and intend to eat the remaining part but her youngest daughter asked for another piece so she gave the remaining one. How many parts of the bibingka were eaten?

2. Fixing Skills:

a. What kind of mother is Mrs. Soriano?b. If you were Mrs. Soriano would you do the same? Why?c. How many part of bibingka were eaten?

3. Generalization:How do we rename or change 1 (one) as a fraction and vice versa.

IV. EVALUATION:Write the missing number in the blank.1. 20/20 = ____ 3. 1 = 16/ ___ 5. 1 = __/132. 14/14 = ____ 4. 10/10 = ___

V. ASSIGNMENT:Choose the fraction that is equal to one for each set. Write the letter of your answer only.

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Add similar fractions

Value: Helpfulness

II. LEARNING CONTENT:Adding Similar Fractions

References: BEC-PELC II D 1.1; 1.2Enfolding Mathematics

Materials: activity sheets, paper plates, charts, fraction bars, real objets


1. Drill: Identify similar fractions from each set of fractions belowa. 2/3, 3/2, 1/3, 2/5 b. 5/6, 2/3, 1/6, 5/8 c. ¾, 3/8, 2/3, 2/4

2. Review: Express each fraction in lowest terma. 6/8 = b. 6/9 = c. 10/12 =

3. Motivation:Place two pencils on one hand and one pencil on the other hand. Ask: "If I put together 2

pencils and 1 pencil, what d9 I get?" (3 pencils) Do the same with 2 stones and 2 pencils. Say: "If I put together 2 stones and 2 pencils, do I get 4 pencils? (no) 4 stones? (no) Why not? (objects are not alike) "Today, our lesson is something similar to this."


Use a paper plate cut into a fourth to represents a "puto". Have one pupil take ¼ of the puto. Have another pupil remove 2/4 of it. Ask: What part of the puto was taken? Show in a diagram and state the addition of the two fractions.

Ask: When you add the two fractions, do you add the numerators? Do you add the

denominators?

2. Practice Exercises:Write the missing fractions to complete each equation.

3. Generalization:How do you and similar fractions?

IV. EVALUATION:Find the sum. Express it in lowest term, if possible.

V. ASSIGNMENT:Fill in the missing fraction.

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Adds a fraction and a whole number

Value: Cooperation

II. LEARNING CONTENT:Adding fractions and a whole number

References: BEC-PELC II DD 1.3Enfolding Mathematics

Materials: flashcards, chart, activity sheet, real objects, circle-ago-go-game board and chips


1. Drill: Adding similar fractions 1. ¼ + 2/4 = 2. 1/8 + 2/8 = 3. 3/5 + 1/5 =

2. Review: How do we add similar fractions?

3. Motivation:Have you received a gift from someone? How did you fell?


During Estelita's Birthday party! she receive'2 meters of red cloth from her mother and another '12 meter of cloth from her father. She was very thankful for these gifts so she hugged her parents tightly. How many meters of cloth did she receive in all? Analysis:Ask: What did Estelita celebrate?

What did she received? How did she show her gratitude to her parents?

2. Guided Practice:

3. Generalization:

How do we add a fraction to a whole number?IV. EVALUATION:

Find the sum:1. 18 + 1/9 = ___ 3. 6/8 + 12 = ___ 5. 1/7 + 14 = 2. ¾ + 6 = ___ 4. 5 + 7/8 = ___

V. ASSIGNMENT:Find the sum. Express you answer in simplest form if necessary.

1. 2 + 5/12 = 3. 9/10 + 18 = 5. 9 + 10 + 5/8 =2. 6 + 18/20 = 4. 12 + ¾ =

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Add similar fractions mentally

Value: Attentiveness

II. LEARNING CONTENT:Adding similar fractions mentally

References: BEC-PELC II D 1.4Enfolding Mathematics

Materials: pictures, chart, activity sheet, real object


1. Drill: Adding basic addition facts using flashcards 9 7 8 + 4 + 3 + 3

2. Review: How do we add a fraction to a whole number? Find the sum.a. 3 + 2/3 = b. 4 + 5/6 = c. 6 + ¼ =

3. Motivation:a. Show a picture of a birthday party. Talk about how they celebrate their birthday.

1. What do you see in the picture?2. How many of you celebrate your birthday?


a. Read this story problem.On Rosa's birthday, her classmates came. They were seated in many tables. On one

table a child ate one-eight of a cake. Another child ate two-eight of a cake. What part of the cake did the two children eat altogether?

b. Show this illustration (using the problem)

1/8 + 2/8 = 3/8

2. Guided Practice:Add the following fractions mentally.

1. 2/7 + 1/7 = 2. 7/10 + 5/10 = 3. 3/13 + 5/13

3. Generalization:How do we add similar fractions mentally?

IV. EVALUATION:Add mentally. Write the answer on your paper.

1. 4/9 + 3/9 = 3. 2/11 + 2/11 = 5. 3/18 + 5/18 = 2. 5/20 + 3/20 = 4. 5/25 + 2/25 =

V. ASSIGNMENT:Fill in the missing fractions.

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Subtract similar fractions

Value: thoughtfulness

II. LEARNING CONTENT:Subtracting similar fractions


Materials: number lines showing similar fractions, flashcards for similar fraction


1. Drill: Reading of similar and dissimilar fractions using flashcards

¾ 2/4 8/10 4/6 18/25 33/10

2. Review:Adding similar fraction using show me cards of pupils.

4/10 + 3/10 = ____ 6/12 + 4/12 = ____ 9/20 + 6/20 = ____

3. Motivation:Read this problem:Ester and her mother bought a, rice cake near Quiapo church. They divided the cake into

12 equal parts. They ate 3/12 of it and brought home the rest. What part of the rice cake did they bring home? Did Ester and her mother show thoughtfulness to the members of their family? How? What 'is the importance of being thoughtful?


a. Show the illustration below

b. Discuss the steps to solve the problem.Steps:1. Subtract the numerator2. Write the difference over the common denominator3. Express the answer in lowest terms if possible.

12/12 – 3/12 = 9/12 or ¾

2. Guided Practice:Supply the missing numerator and denominator

1. 15/16 - ___ = 3/16 3. 7/21 - ___ = 1 /21 5. ___ - 3/5 = 1/52. 8/12 - ___ = 3/12 4. ___ - 4/8 = 3/8

3. Generalization:How do we subtract similar fractions?

IV. EVALUATION:Find the difference. Express your answer in lowest terms, if possible.

1. 8/4 – 2/4 = 3. 10/15 – 7/15 = 5. 6/10 – 3/10 =2. 8/14 – 4/14 = 4. 7/8 – 4/8 =

V. ASSIGNMENT:Subtract and reduce the answers to lowest term, if possible.

1. 4/9 – 1/9 = ___ 3. 9/12 – 7/12 = ___ 5. 7/18 – 3/18 = ____2. 8/10 – 2/10 = ___ 4. 6/14 – 2/14 = ____

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Subtract a fraction from a whole number

Value: Taking care of things

II. LEARNING CONTENT:Subtracting fractions from whole numbers.


Materials: chart showing illustrative examples or step-by-step procedure, fraction bars, cards


1. Drill: Reading similar fractions using flashcards

2/4 3/6 5/6 4/4 4/10 8/10

2. Review:Renaming one as a fraction. Have them give fraction names for ones such as

2/2 3/3 4/4 5/5 6/6

3. Motivation:Talk about how they take care of their things then proceed to reading this problem.Before the opening of classes, Rosario bought 1 meter of plastic to cover her notebooks.

Only ¼ of the material was left unused. What part of the plastic did she use?


Discuss the steps to solve the problem using the given illustration1. In how many parts is the meter of plastic divided?2. How many meter of plastic was left?3. What part of the plastic did she use?4. Why do you think she covered her notebook with plastic?

2. Practice Exercises:Read and solve this problem.Romeo bought 1 whole illustration board. He shared ¾ of it with his friends. What part of

the illustration board was left with him?

3. Generalization:How do we subtract fractions from a whole number?

IV. EVALUATION:Find the difference.

1. 6 – 3/8 = ___ 3. 8 – 3/5 = ___ 5. 12 – 7/10 = ___2. 9 – 2/4 = ___ 4. 14 – 7/8 = ___

V. ASSIGNMENT:Subtract the fraction from the whole number.

1. 6 – 2/6 = ___ 3. 9 – 4/5 = ___ 5. 3 – 5/6 = ___2. 7 – 4/5 = ___ 4. 2 – 4/8 = ___

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATHEMATICS IV

Date: ___________

I. OBJECTIVE: Subtract mentally similar fractions

Value: Helpfulness

II. LEARNING CONTENT:Subtracting mentally similar fractions


Materials: fraction cards and bars, flashcards, chart


1. Drill: Conduct a race on basic subtraction facts using flashcards.

8 – 4 = 6 – 3 = 9 – 4 = 8 – 3 = 4 – 2 =

2. Review:How do we subtract fraction from a whole number? Find the difference?

1. 2 – 2/3 = 2. 3- 4/5 = 3. 6 – ¾ =

3. Motivation:Read this problem:

Mother carried a heavy market bag. Norman helped her carry the bag. Mother bought 3/4 kilogram of meat. She cooked '2/4 kilogram. How many kilograms was left? Do you also help mother at home? Why? What character trait do you show?


a. Show illustration

b. Discuss the steps to solve the problem using the given illustration.

Describe the shaded parts of the two barsDetermine the difference of the two shaded barsWrite the resulting subtraction equation.

2. Practice Exercises:Find the missing number1. 8/10 - ___ = 6/20 2. ___ - 6/20 = 4/20 3. 6/12 – 4/12 = ___

3. Generalization:How do we subtract mentally similar fractions?

IV. EVALUATION:Subtract mentally the following fractions.

1. 7/9 – 3/9 = 3. 6/8 – 5/8 = 5. 10/12 – 4/12 = 2. 5/10 – 4/10 = 4. 9/10 – 4/10 =

V. ASSIGNMENT:Subtract mentally

1. 8/10 – 4/10 – 2/10 =2. 11/20 – 2/20 = 3. 12-25 – 7/254. 10/15 – 5/15 – 3/15 =5. 16/18 – 10/18 =

Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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