MATATAG School ERIBERTO A.

REMIGIO ELEMENTARY SCHOOL Grade Level Four

K to 10 Curriculum
Name of Teacher Cherry Mae G. Ferrer Learning Area Mathematics
Weekly Lesson Log
Teaching Dates and Time January 2-3, 2025 Quarter Third

DAY 1 DAY 2 DAY 3 DAY 4 Day 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learner should have knowledge and understanding of dissimilar and equivalent fractions.

B. Performance By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions.
Standards

C. Learning Administers Third Quarter Administers Third Quarter Examinations The learners represent dissimilar The learners compare dissimilar The learners compare dissimilar
Competencies and Examination in four learning areas in four Learning Areas (Science, AP, fractions, with denominators up to fractions using the symbols =, >, and fractions using the symbols =, >,
Objectives (English, Math, ESP, and MAPEH) Filipino, and EPP) 10, using models. <. and <.

D. Content Administering Third Quarter Administering Third Quarter Representing Dissimilar Fractions Comparing Dissimilar Fractions Comparing Dissimilar Fractions
Examination Examination

E. Integration Honesty and Accuracy

II. LEARNING RESOURCES

 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.
 Song J, Chen T.H, Shing L. H. (2016). Discover Math 4 (1st ed.). Marshall Cavendish Education.
 Toy Theater. (n.d.). Teacher Tools. https://toytheater.com/category/teacher-tools/

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Identify the kinds of fractions Compare. Write >, <, or = in the
Knowledge represented by the given figures. box.

Identify each kind by completing

the given table.
B. Establishing Lesson Using fractions strips and/or fraction Show the following fractions
Purpose bars. then ask the following
Model the following sets dissimilar questions.
fractions.

Using fractions disks/fraction bars.

What do you call this kind of

fraction?
How will you classify these
Using a number line. fractions in comparison with
one whole?
What do you notice with the
fractions as their denominator
gets bigger?

How will you write the

comparison using relational
symbols?
C. Developing Activity 1
and Deepening Activity 1 Group 1
Understanding Complete the table below. For Write ">", "=" or "<" to compare
numbers 1 -3, illustrate each set of the fractions.
fractions by drawing any of the
following: (a) fraction bars/strips, (b)
fraction discs/circles, (c) number
lines. For numbers 4 -5, given the
fraction models, name the set of Group 2
dissimilar fractions. Write ">", "=" or "<" to compare
the fractions.

Group 3
Write ">", "=" or "<" to compare
the fractions.

Group 4
Write ">", "=" or "<" to compare
the fractions.

Group 5
Write ">", "=" or "<" to compare
the fractions.

Activity 2
Write ">", "=" or "<" to compare
the fractions.

Activity 3
Match the dissimilar fractions to its
representations.
Column A
 1)

Activity 3
Shade the fraction diagrams
2) and use the symbols >, <, and
= to show how the fractions
compare. The first one is done
for you.
3)

4)

5)

Columns B
A) 2/4 and 3/6
B) 1/3 and 5/6
C) 1/3 and 4/6
D) ½ and 1/4
E) 2/4 and 5/9

D. Making How can the lesson on When you have the same
Generalization modeling dissimilar and numerators but different
equivalent fractions be valuable denominators, how will you
in one’s daily life? Give know which one is bigger?
instances when these lessons lesser?
can be of help to you.
How will you classify
fractions in comparison to
one whole?
 How do you compare the
sets of fractions?

IV. Evaluating Learning

A. Evaluating Learning A. Compare the following fractions Answer the following.

using <, >, or =. 1)
1. 2/5 ___ 3/5
2. 3/4 ___ 2/3 2)
3. 1/2 ___ 3/6
4. 5/8 ___ 3/4
5. 2/7 ___ 4/7

B. Solve.
1. Alice ate 1/4 of a pizza. 3)
Ben ate 2/4 of a pizza.
Who ate more pizza?
2. A glass of juice is 3/4 full.
Another glass is 1/2 full.
Which glass has more 4)
juice? 5)

B. Teacher’s Remarks Note observation on any of the Problems Encountered

following areas

strategies explored

materials used

learner engagement/interaction

other

C. Teacher’s Reflection Reflection guide or prompt can be on:

▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I
did? *
▪ students What roles did my students play in my lesson? What did my students learn? How did they learn? *
▪ ways forward What could I have done differently? What can I explore in the next lesson? *