MATATAG K to 10 School: Grade Level: IV

Curriculum –
Weekly Lesson Log Teacher: Learning Area: MATHEMATICS

Teaching Dates and Time: Quarter: 3rd QUARTER Week 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of dissimilar and equivalent fractions
Standards
B. Performance By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions.
Standards
C. Learning 1. Represent dissimilar fractions, with denominators up to 10, using models.
Competencies 2. Generate equivalent fractions using models
D. Content Modelling dissimilar fractions with denominators up to 10 using:
● fraction strips/bars
● fraction disks/circles
● number line
Modelling equivalent fractions using:
● fraction strips/bars
● fraction disks/circle
● number line
E. Integration Integration of Fairness, Equality, and Diversity
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 The pupils will be To classify fractions The pupils will be asked Why is it important to use model
Knowledge asked to name and according to their kinds, to present and explain when it comes to fractions?
1. Short Review: identify the kinds of the following tables may their answers to the
fractions be utilized: Table 1. class. Table 2. Set of
represented Proper and Improper fractions with the same
by the given figures. Fractions, Mixed/Whole denominators and set of
Numbers. The fractions with different
pupils will be asked to denominators. The
 classify each fractions pupils will be asked to
individually. They will classify the fractions by
also name each given forming three
fraction and identify sets of fractions, of
each kind by completing which 1 set is composed
the given table. of fractions with the
same
denominators and two
sets are composed of
fractions with different
denominators. They will
also name each given
fraction.

The pupils will be asked

to present and explain
their answers to the
whole class.

B. Establishing Lesson Purpose

1. Lesson To process the Look at the illustrations Look at the following
Draw a circle and
Purpose: activity in table 2, below. Put a √ mark before illustrations. Put a checkmark
the teacher will ask the number
(√) on your
answer sheet if the region,
illustrate fractions.
the following: if the pair of fractions is set, and number line
1. What have you dissimilar and put an X represent with givenfraction
noticed with the mark if it is not. Write correctly and mark (x) if not.
the answers in your Math Write the answers in your
denominators of the Math
1st set of fractions in notebook. notebook.
table 2? 2nd set and
3rd set of fractions in
the same table?
- The 1st set of
fractions have the
same denominators
- The 2nd set of
fractions have
 different
denominators
2. Aside from having
either common or
different
denominators, what
have you noticed
with the kinds of
fractions given
within a set of
fractions?
- The sets of
fractions are
combinations of
proper fractions,
improper fractions,
and mixed/whole
numbers.
2. Unlocking The following concepts may be emphasized/reiterated:
Content Vocabulary Similar fractions are sets of fractions with common denominators.
Dissimilar fractions are sets of fractions with different denominators.
As a set, both similar and dissimilar fractions may compose of proper
fraction, improper fraction, and mixed/whole number

Take Note:
When the concepts of dissimilar fractions have been established, the teacher
may ask the pupils to accomplish the 3 rd column of Table 2.

C. Developing and Deepening Understanding

SUB-TOPIC 1: Modelling Dissimilar fractions are Modelling equivalent Equivalent fractions
 Explicati dissimilar sets of fractions with fractions using are fractions with
on fractions with different denominators. fraction strips/bars, different numerators
denominators up These sets of fractions fraction disks/circle, and denominators but
to 10 may include proper and number line represent the same
using fraction fractions, improper fraction. From the given
strips/bars, fractions, mixed/whole Matching Fraction Twin examples, it can also be
fraction numbers, or Cards noticed that equivalent
disks/circles, and combination thereof. The teacher will place fractions come from
number line Visual representation of fraction cards with the the same whole. Let
dissimilar fractions may illustrations/models us have more examples
Title: Paper Folding help us see fractions in under the pupils’ chairs. using other visual
and Coloring Activity a tangible way and The pupils who find a representations.
The teacher will read understand better those fraction card under their
the following different denominators chairs will find their
statements to make represent varying parts match by looking for a
the activity more fun of the whole. Now, let us classmate holding a
and engaging as the work on more examples fraction card with the
pupils using manipulatives. same value. Those who
simultaneously found their twin card will
model these be asked to stay in front
problems using to introduce their
paper folding fraction cards. After the
and coloring. introduction, the twin
cards will be posted on
Paper 1: Kim has a the board.
rectangular cake For the introduction, the
divided into four pupils will show their
equal parts. She fraction cards and say:
wants to give her I am 23 and I am 46. We
friends one slice are fractions with the
each. If she has two same value or quantity.
friends, how much Below are the models found
part of the cake on each of the fraction cards:
was distributed
among her friends?

Paper 2: Theon To process the activity,

divided his paper the teacher will ask the
into eight equal following questions:
parts and shaded 1. What have you
half of it. noticed with the
What fraction denominators of each
represents the pair of fractions? They
shaded part? have different
denominators.
2. What have you
noticed with their
Paper 3: Rapha’s numerators? They have
rectangular different numerators.
 vegetable garden 3. How were you able to
was equally divided identify your twin
into three fractions? I looked for
parts. He plans to fractions with the same
plant tomato seeds size. Checking which
in 1 part of the fraction discs overlap.
garden and mongo 4. What do you call
seeds fractions with the same
in the rest of the size?
vegetable garden.
What part of the
garden will be
planted with
tomato seeds?

Paper 4: Kelvin
decided to divide his
paper into six equal
parts and shaded
two
parts of it. What
fraction represents
the shaded part?

 Worked To process the Using fractions strips Example 1: Show the Example 2: This could
Example activity, the teacher and/or fraction bars, diagram to the students.be done using paper
will ask the following the pupils will model the It may be drawn on a folding. Give each pupil
after some pupils following sets dissimilar cartolina or may use circular pieces of papers
have already posted fractions: PowerPoint of the same size. Ask
their outputs on the presentation. them to fold it (circular
board: paper) into:
1. Taken a. 2 parts b. 4 parts c.
individually, what etc.
kind of fraction is Asking the pupils to color
each of the each part to name a fraction
examples? Using fractions is highly recommended.
Ask the following
- Proper fraction disks/fraction bars, This will allow them to
questions: better understand the
2. Taken as a group the pupils will model the 1. What fraction does concept of equivalent
or set, what have following sets dissimilar each shaded part fractions. Below are
you noticed with fractions: represent? examples of shaded circles
their denominators? representing equivalent
- They have different Answer: 12, 24, 36, and 48 fractions.
denominators 2. What did you notice
3. What do you call a on the size of each
set of fractions with shaded part?
different Using a number line,
denominators? the pupils will model the Answer: the same or 1/3 - The same whole is
- Dissimilar fractions following sets dissimilar equal divided into three equal
4. What have you fractions: 3. How do you call parts, and 1 part is
noticed with shaded fractions that name or shaded.
parts of the represent the same 2/6 - The whole is divided
dissimilar fractions fraction? into six equal parts, and
24 and 4/8 ? 1/3 and two are shaded.
2/6 ? Answer: equivalent 4/12 - The same whole is
- Value of the fractions divided into 12 equal
shaded parts seems 4. Draw another strip parts, and four parts are
the same but below the diagram to shaded.
different in the represent another The same line of
number of equal fraction equivalent to 12, questioning used in the
parts the whole was 24, 36, and 48. previous example
divided. (example 1) may be
- 2/4 and 4/8 have the Answers may vary. applied. Let us have
same value another example.
- 1/3 and 2/6 have the
same value

5/2 - The number line

shows whole numbers 0
– 3. Each part is divided
into two equal parts
from one whole number
to the next. Hence, the
number line shown is
divided into a total of 6
parts. The 5th part
represents the fraction.
10/4 - The number line
shows whole numbers 0
– 3. Each part is divided
into four equal parts
from one whole number
to the next. Hence, the
number line shown is
divided into 12 parts.
The 10th part represents
the fraction.
20/8 - The number line
shows whole numbers 0
– 3. Each part is divided
into eight equal parts
from one whole number
to the next. Hence, the
number line shown is
divided into 24 parts.
The 20th part represents
the fraction.
Therefore, 5/2, 10/4, and
20/8 are equivalent
fractions. They have
different numerators
and denominators. They
are dissimilar fractions.
Also, they come from
the same whole.

The teacher will ask the

pupils to model the
following using fraction
strips/bars, fraction
circles/disks, and
number lines.

a. 2/6,4/12

(fraction strips/bars)
 b. 11/2,14/8,13/6

(fraction circle/disks)

c. 1/6,2/12

(using number line)

 Lesson Instructions: Complete Complete the table Show the fractional parts of Choose from the box the
Activity the table below. For below. For numbers 1 -3, the given illustrations by fraction/s equivalent to
numbers 1 -3, illustrate illustrate each set of using crayons. the given fraction. Then,
each set of fractions by fractions by drawing any Then perform the indicated draw each of them using
drawing any of the of the following: (a) operation in your answer either fraction
following: (a) fraction fraction bars/strips, (b) sheet/ notebook. strips/bars, fraction
bars/strips, (b) fraction fraction discs/circles, (c) disks/circle, or number
discs/circles, (c) number lines. For line. Use the table
number lines. For numbers 4 -5, given the provided to organize
numbers 4 -5, given the fraction models, name your answers.
fraction models, name the set of dissimilar
the set of dissimilar fractions.
fractions.
D. Making To summarize their learning, the pupils will be On the importance understanding the content of
Generalization asked to complete the graphic organizer. Fill in the lesson
the missing words to complete the statements. ● How can the lesson on modeling dissimilar and
 Learners I learned that… equivalent fractions be valuable in one’s daily life?
’ Takeaways Give instances when these lessons can be of help
to you.

On the values related to Fairness, Equality, and

Diversity
● When you want to share your chocolates equally
with your friends, what do you do to ensure
everyone gets a fair portion?
● What do you do to ensure that every member is
 Reflecti given the same opportunity to speak or share
on on his/her thoughts during a group activity?
Learning ● Cite instances or situations where you show
respect for those with varying opinions.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning
Draw/Model the A. Find the sum and Name the shaded parts Use the illustrations to
Formativ fractions using difference. Shade using by copying the correct answer the following
e Assessment fraction bars/strips, crayons to show the answer in your notebook. fractions. Write your
fraction circles/disks, answer. answer in your notebook.
 and number lines.
Then, determine
whether these
fractions are
equivalent or not. Put
a check (/) if the
fractions are
equivalent and (x) if
they are not.

Homework
Note observations on Effective Practices Problems Encountered
any of the following
areas:
B. Teacher’s strategies
explored
Remarks:
materials used

learner
engagement/
interaction

Reflection guide or prompt can be on:

• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
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?

PREPARED BY: