LA SALETTE OF AURORA, INC.

Aurora, Isabela
PAASCU ACCREDITED Level 1
Elementary Department
S.Y. 2023 - 2024
Learning Plan in MATH 4

PERIOD April 15 – 19, 2024

THRUST The Mathematics Team of La Salette schools is committed to enhancing
learners’ ability to use mathematics concepts, tools, and processes in making,
representing, and evaluating real- life decisions geared towards the attainment
of the fullness of life.
DESIRED OUTCOMES At the end of the period, the learners will:
VALUE 1. Mary’s Fiat – Foster l8earners’ ability to make informed decisions in
ORIENTATION/FO response to God’s call towards fullness of life.
CUS 2. Penance, Prayer and Zeal – Develop learners’ mathematics
Appreciate that: ability and the use of appropriate technology as a means of
building relationship with others.
3. Excellence – Train learners’ ability to solve problems accurately,
communicate effectively, and make decisions excellently.
4. Stewardship – Provide learners’ mathematics skills that will boost
their interest to serve others.
5. Solidarity – Promote among learners the love and appreciation of the
use of mathematics in their activities.
BIG IDEA  The Adventure of Prime Paths!
CONTENT  Demonstrates understanding of improper fractions, mixed numbers
STANDARD and decimals.
Learners demonstrate
an understanding of:
PERFORMANCE  Is able to recognize and represent improper fractions, mixed numbers
STANDARD and decimals.
Learners should be
able to:
MOST ESSENTIAL  Changes improper fraction to mixed numbers and vice versa. M4NS-
LEARNING IIe-80
COMPETENCIES:  Changes fractions to lowest forms. M4NS-IIe-81

COMPETENCIES/ Cognitive
OBJECTIVES  Identify proper fractions, improper fractions, and mixed numbers.
The learners will be Affective
able to:  Value the importance of applying the knowledge of proper fractions,
improper fractions, and mixed numbers in your daily life as a student
through essay.
Values Questions
 Why do we need to learn about proper fractions, improper fractions,
and mixed numbers?
 How can you apply the knowledge of proper fractions, improper
fractions, and mixed numbers in your daily life as a student?
 Psychomotor
 Create a written report about the expenses and savings of your
classmate and a live presentation of your report.

RESOURCES AND Quipper and Real-life mathematics

MATERIALS

PROCEDURE
1ST Meeting
TOPIC: Proper Fractions, Improper Fractions, and Mixed Numbers

A. Review/Motivation/Opening
Activity 1: Essential Questions
At the end of this lesson, the student should be able to answer the following questions:
1. How do you identify proper fractions, improper fractions, and mixed numbers?
2. How do you convert an improper fraction to a mixed number and vice versa?

Activity 2: Motivation (Recalling Fractions!)

This activity will enable the students to recall how to write fractions.
Duration: 10 minutes
Materials Needed: pen and paper
Methodology:
1. Ask the students to label the given figures using fractions. Let them write their answers in their
notebooks.
SET A
A. B.

C. D.

2. Afterward, ask the students to answer the guide question provided below.

GUIDE QUESTIONS:
1. What did you notice about the fractions in Set A and in Set B?
2. How did you find the numerator and denominator of each fraction?
 B. Discussion/ Practice
Activity 3: Define and Discover
In this lesson, the following key terms/concepts will be discussed:

 Fraction – part of a whole; consists of a numerator and a denominator.

The numerator is the top number in a fraction that tells us the number of parts being
considered. The denominator is the bottom number in a fraction that tells us the number of
equal parts into which the whole has been divided.

Example:
5 5
In the fraction , the numerator is 5, and the denominator is 8. The fraction means that a whole is
8 8
divided into eight parts, and five of them are being considered. It is represented by the illustration
below.

 Proper Fractions – fractions that are less than a whole.

In a proper fraction, the numerator is less than the denominator.

Example:
1 3 4
The fractions , , and are proper fractions.
2 5 9

 Improper Fractions – fractions that are equal to or greater than one whole.
In an improper fraction, the numerator is greater than or equal to the denominator.

Example:
4 4 12
The fractions , , and are improper fractions.
4 3 7

 Mixed Numbers – a combination of a whole number and a proper fraction.

Example:
2 1 3
The numbers 1 , 5 , and 7 are mixed numbers.
3 4 4

 Changing Improper Fraction into a Mixed Number - To change an improper fraction into a
mixed number, divide the numerator by the denominator, then write the quotient as the whole
number, the remainder as the numerator and copy the denominator.

Example:
14
To change into a mixed number, divide the numerator by the denominator.
9
The quotient 1 is the whole number, the remainder 5 is the numerator, and the divisor 9 is the
5
denominator. Thus, the mixed number is 1
9
.
 Changing Mixed Number into an Improper Fraction - To change a mixed number into an
improper fraction, multiply the denominator by the whole number, and add the product to the
numerator, then write the sum on top of the denominator.

Example:
5
To change 1 into an improper fraction, follow the steps below.
9
1. Multiply the whole number by the denominator.
1×9=9
2. Add the product to the numerator.
9 + 5 = 14
3. Write the sum on top of the denominator.
14
9
5 14
Thus, the equivalent improper fraction of 1 is
9 9

C. Processing/Synthesis/Assessment
Activity 4: Develop and Demonstrate
The teacher will assign students to answer the examples on the board.
Examples
1. Write the figure below as an improper fraction and as a mixed number.

Solution: IMPROPER FRACTION

Step 1: Let us write the figure as an improper fraction first.

There are 19 shaded parts.

Step 2: Count the number of parts in one whole, and this will be the denominator.
 19
One whole rectangle is divided into eight equal parts. Thus, the figure represents
8

Solution: MIXED NUMBER

Step 1: Count the number of whole parts and then affix the remaining fraction

3
Thus, the figure represents2 .
8

2. Write the figure below as an improper fraction and change it to a mixed number.

(Follow the steps in example 1)

4
3. Write 3 as an improper fraction.
5

Activity 5: Think – Pair – Share

1. Ask the students to answer the following problem items individually using pen and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case when there is some
sort of misconception, lead the student to the right direction to find the correct answer.

Problem 1
12
 Express as a mixed number.
7
Problem 2
 2
 Express 4 as an improper fraction.
3
Problem 3
3
 Express 2 as an improper fraction.
5
Problem 4
 Write the equivalent fraction of the following figures as proper or improper fractions.
A. B. C.

Problem 5
To make 30 pieces of chocolate chip cookies, one will need the following ingredients are needed:
1
 1 cups flour
4
1
 teaspoons baking soda
2
1
 teaspoons salt
2
1
 cup butter
2
1
 cup sugar
2
 1 egg
1
 pounds chocolate chips
2

Which of the following ingredients is a mixed number? Convert this mixed number to an improper
fraction.

Problem 6
 Mia and her friend ordered two pizzas. Each pizza was sliced into eight equal parts. They ate
four slices, and the rest were taken out. How many slices did Mia take out? Express the answer
as an improper fraction.

Activity 7: Generalization
1. How do you identify proper fractions, improper fractions, and mixed numbers?
2. How do you change an improper fraction to a mixed number and vice versa?
Valuing Question (Prayer, Penance, and Zeal)
1. Why do we need to learn about proper fractions, improper fractions, and mixed numbers?
2. How can you apply the knowledge of proper fractions, improper fractions, and mixed numbers
in your daily life as a student?
3. How can you apply your knowledge in fraction as a Christian community?

Activity 8: Performance Task (G.R.A.S.P)

Financial Talk
Goal
 Your goal is to research the savings and expenses of Grade 4 students and create a report about
it.
Role
 You are a financial analyst.
Audience
 Your audience is your teacher and your classmates.
Situation
 You are a financial analyst who would like to research the savings and expenses of Grade 4
students. You will interview a classmate and ask his or her total allowance in a week and create
a report about it. You will then present your findings in front of the class.
Product, Performance, and Purpose
 You are to prepare two outputs for this task: a written report about the expenses and savings of
your classmate and a live presentation of your report.

Create a report of the expenses and savings of your classmate by:

1. Interviewing a classmate and asking his or her total allowance in a week. You may use the
following guide questions.
How much is your total allowance in a week?
How do you spend your allowance?
How much do you spend on each type of expense?
How much do you save a week?
2. Make a fraction form of all types of expenses and savings of his or her allowance.
a. Prepare for a live presentation of your work in front of the class.

Standards and Criteria Score

Accuracy of Computations – Computations are done accurately. 50 pts.
Presentation – All the data needed were presented with great confidence. 30 pts.
Punctuality and Neatness – The task is submitted on time and is neat and presentable. 20 pts.
TOTAL 100 pts.

COACHING INPUTS (SUPERVISOR’S FEEDBACK)

Best Features of the Plan Items for Consideration/Enhancement

TEACHER’S REFLECTIONS/ INSIGHTS/ OTHER PLANS

Date Submitted: Time Submitted: 8:00 A.M

Prepared by: Checked by:

BRIXTER D. MANAOIS ROSENDO M. SANTOS

Subject Teacher School Principal