Module 2: Fractions

L E S S O N 1 The Concept of a Fraction

 Lesson Outcomes
At the end of the lesson, the students should be able to:
 Illustrate fraction as part of a whole, set, region and unit
 Distinguish kinds of fractions; and
 Solve word problems involving fractions.

Did you know?

Manny Pacquiao has won 60 out of 69 bouts as of 2018.

28 Teaching Mathematics in the Primary Grades

 Let’s Discuss

60
Sixty wins out of 69 bouts may be written as which can be read as “sixty –sixty-ninths”.
69
This is an example of a fraction.

Let’s have another example.

Dovie brought home a plate of rectangular banana cake. She sliced the cake into 4 equal parts.
Her son, Jai, ate one slice of it. What part of the cake did Jai eat?

“What part” refers to a fraction. This means that fraction is a part of a whole. One slice of a cake
represents one-fourth. One-fourth in symbols is
1 numerator
fraction bar
4 denominator

The number above the fraction bar is called numerator. It tells the number of slices of banana
cake Jai ate.
The number below the fraction bar is called denominator. It tells the number of equal parts into
which the whole banana cake is divided.

60
In the fraction , 60 is the numerator and 69 is the denominator.
69
The fraction bar or the line that separates the numerator from the denominator is called vinculum.
Fractions could also be used to identify part of the set.
Example: In a box, there are 5 marbles. Two marbles are black. What part of the marbles is black?

29 Teaching Mathematics in the Primary Grades

 2
Since there 2 black marbles and there are 5 marbles in all, black marbles represent of the
5
marbles.
In this example, 2 is the numerator and 5 is the denominator.

Kinds of Fractions
Fractions can be classified as proper, improper and mixed number.
A proper fraction is a fraction whose value is less than 1.
1 2
Its numerator is less than its denominator. From the previous examples, and are proper
4 5
fractions.
An improper fraction is a fraction whose value is equal to or greater than 1. Its numerator is
5 11
equal to or greater than its denominator. Examples are and .
5 3
7 3
A mixed number is composed of a whole number and a fractional part such as 1 and 4 . A
9 5
1 1
fraction with a numerator of one is called unit fraction. Examples are and .
6 9

Let’s Do These
Perform the following tasks.

Activity 1
Conduct a survey on the favorite color of your friends Find the part of the group who like
A. blue
B. yellow
C. pink
Activity 2
Conduct a survey on the favorite sports of your friends. Find the part who like
A. badminton
B. basketball
C. volleyball
Activity 3
Conduct a survey on the favorite Original Pinoy Music (OPM) genres of your friends. Find
the part who like

30 Teaching Mathematics in the Primary Grades

 A. Pop
B. Pinoy Rock
Let’s Recall
C. Hip Hop

 A fraction is a part of a region or set.

 A fraction is composed of a numerator, denominator and a fraction bar or vinculum.
 Fractions can be classified as proper fraction, improper fraction or mixed number.

Let’s Practice

A. Identify the fraction shown by the shaded part.

1.
4.

2. 5.

3.

B. Color the part of the set to show the given fractions.

3
1. 6

2
2. 8

31 Teaching Mathematics in the Primary Grades

 5
3. 9
1
4. 2

5.

C. What fraction is shown by the colored part?

11..

0 1.

2.
32 Teaching Mathematics in the Primary Grades
D. Identify the following as proper fraction, improper fraction or mixed number.
4
1. 9

11
2. 2

1
3. 1 7

6
4. 6

7
5. 3

E. Write the fraction being asked in the following problems.

1. Nanay Lydia bought 3 red, 5 blue and 6 white shirts. What fraction of the shirts were
red?
2. Cherie scored 17 in a 20-item test. What fraction of the test did Cherie answer
incorrectly?
3. During the Liga, a friendly basketball competition among barangays, Team Bo-ok
won 9 games out of 11 games that they played. What fraction of the total games
played did they lose?
4. The Grade 3 class of Mabait Elementary School has 18 boys out of 31 learners. What
fraction of the class are girls?
5. In a basket with 15 fruits, there are nine atis. What fraction of the fruits are atis?

Let’s
Creat1
Show 3 in different ways.

e
33 Teaching Mathematics in the Primary Grades
Module 2: Fractions

L E S S O N 2 Equivalent Fractions

 Lesson Outcomes
At the end of the lesson, the students should be able to:
 Visualize equivalent fractions;
 Generate equivalent fractions from the given fraction;
 Find the missing part of the equivalent fractions; and
 Solve word problems involving equivalent fractions and simplest form of fractions.

Did you know?

Mars has 2 moons- Deimos and Phobos.

34 Teaching Mathematics in the Primary Grades

 Let’s Discuss

1
We can say that Deimos is one out of the two moons of Mars which is 2 in fraction form.

One-half could be represented as this:

If we divide the same figure equally into 4 equal parts, the shaded figure represents two-
fourths as shown below.

We didn’t change the shaded region but we only divided the figure into smaller parts.
1 2 1 2
In this case, and look different but they have same values. and are called
2 4 2 4
equivalent fractions.
The word equivalent means ‘equal’ or ‘same value’. So equivalent fractions are fractions
which are equal or with the same value.
1 2 1 2
If we take a look at and , becomes by multiplying it by a fractions equal to 1,
2 4 2 4
2 1 2 2
which is . We can illustrate this as x = .
2 2 2 4
1
We can also generate more equivalent fractions for by multiplying it by a fraction
2
equal to one.

35 Teaching Mathematics in the Primary Grades

Study the equivalent Fractions chart below.

1 whole
1 1
2 2
1 1 1 1
4 4 4 4
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
1 1 1
The illustration above clearly shows that is equal to two s or four s; It is also equal to eight
2 4 8
1
s.
16

16
Let us take another example. Let us give equivalent fractions for .
20
Sixteen-twentieth could be represented as follows:

Minimizing the number of divisions of the same figure, we could illustrate it as follows:
8
10

4
5

4 8 16
Thus, we can say that and are equivalent fractions of .
5 10 20
16 2 8
By dividing by a fraction equal to 1 which is , we came up with while dividing the same
20 2 10
4 4
fraction by , we get .
4 5

36 Teaching Mathematics in the Primary Grades

In other words, we can also generate equivalent fractions by dividing both numerators and
denominators by the same number.
If there are no more numbers that can exactly divide both numerator and denominator, then the
fraction is already in simplest form or lowest term.
3 5 5
For example, the fractions , and are already in the simplest form.
4 9 3

Let’s Do These
Teacher’s Note

Perform the following tasks.  Have the class do the activities,

Make fraction tiles. Fraction tiles should
Activity 1 be composed of 1 whole, halves, thirds,
fourths, fifths, sixths, eights, tenths and
Make five fractions equivalent to one-half
twelfths. Have each group do Activity 1-
using the fraction tiles. Sketch your work, label the
3.
parts, shade each fraction and name each fraction.
 Ask: What patterns do you notice in
Activity 2 1 2 3
fractions equivalent to ? ? ?
2 3 4
Make four fractions equivalent to one-third
using the fraction tiles. Sketch your work, label the
parts, shade each fraction and name each fraction.
Activity 3
Make three fractions equivalent to one-fourth using the fraction tiles. Sketch your
work, label the parts, shade each fraction and name each fraction.

Let’s Recall

 Equivalent fractions are fractions that look different but have the same value.
 To find the equivalent fraction of a given fraction, multiply or divide its numerator
and denominator by the same number.
 To express a fraction in its simplest form, divide the numerator and the denominator
by the same number until no number except 1 can divide both of them.

37 Teaching Mathematics in the Primary Grades

 Let’s Practice
A. Shade the part/s of the figure to show equivalent fractions. Then, write the
equivalent fractions generated on the blank.

1.

______ _______

2.
_______ _______

3.w _______ _______

4.

_______ _______

5.

_______ _______
B. Give five equivalent fractions from the given fraction.
1
1.
3

38 Teaching Mathematics in the Primary Grades

 3
2.
4

12
3.
15

30
4.
60

35
5.
70

C. Find the missing numerator or denominator to make the fractions

equivalent.
2 ❑ 10
1. = =
5 15 ❑

❑ 6 18
2. 7 = 21 = ❑

36 18 9
3. = =
❑ 20 ❑

65 13 ❑
4. = =
80 ❑ 32

2 ❑ 20
5. = =
9 27 ❑

D. Express in the simplest form.

3 4
1. 6.
9 10
12 3
2. 7.
24 9
16 3
3. 8.
20 9
15 3
4. 9.
27 9
42 3
5. 10.
56 9

39 Teaching Mathematics in the Primary Grades

 E. Solve the following problems.

1. There are 6 white chairs and 3 green chairs in the classrooms. How do you
write the fraction of the chairs that are green in the simplest form?

3 4 5
2. The proper fractions , and are in the simplest forms. What value/s of a
a a a
is/are between 20 and 30?

3. There are 24 pupils from the school who participated in a Math Camp.
Eighteen of them are boys and the rest are girls. What fraction of the school’s
delegation are girls? Express your answer in its simplest form.

3
4. What equivalent fraction of has a difference of its numerator and
7
denominator equal to ?

5. Twenty-one pupils went to the Learning Resource Centre (LRC) to read

books. Six of them read almanacs and rest read story books. How do you write
the fraction of the pupils who read story books in simplest form?

3 6
Show that and are equivalent fractions in as many ways as possible.
4 8

40 Teaching Mathematics in the Primary Grades

Module 2: Fractions

L E S S O N 3 Comparing and Ordering

Fractions

 Lesson Outcomes
At the end of the lesson, the students should be able to:
 Visualize similar and dissimilar fractions;
 Compare fractions using relation symbols;
 Order fractions in increasing and decreasing order; and
 Solve word problems involving comparing and ordering fractions.

Did you know?

Twins are two people who come from the same mother and are usually born on the same
day. Twins can be classified as identical and fraternal. Identical twins look the same while
fraternal twins look different from one another.

41 Teaching Mathematics in the Primary Grades

 Identical Twins Fraternal Twins

Let’s Discuss

Identical twins look similar while fraternal twins look different or dissimilar. Fractions can also
be classified as similar or dissimilar. Let’s have an example.
2
Royce, Jeremy and Andrew are best friends. They like to drink orange juice. Royce drank
5
3 1
pitcher of orange juice, Jeremy drank pitcher of orange juice, and Andrew drank pitcher orange
5 2
juice.
Two-fifths, three-fifths and one-half can be illustrated as follows.

2 3 1
5 5 2

42 Teaching Mathematics in the Primary Grades

 Both the wholes in two-fifths and three-fifths are divided into 5 equal parts whole the in one-half
is divided into 2 equal parts.
2 3
Thus, we can say that and are similar fractions. In other words, similar fractions are wholes
5 5
divided into equal parts or they are fractions with the same denominators.
2 1
On the other hand, the divisions of the wholes of and are not the same. They have different
5 2
2 1
denominators. So, we can say that and are dissimilar fractions.
5 2
Fractions can also be compared using relation symbols such as greater than (>), less (<) or equal
(=). Let us use a part of the problem from the previous example.
2 3
Royce drank pitcher of orange juice while Jeremy drank pitcher. Who between the boys
5 5
drank a greater amount of orange juice?
To compare these fractions, we can illustrate them as follows.

2 3
5 5
2 3 2
Based on the shaded parts, we can say is less than . In symbols, we can illustrate this as
5 5 5
3
< . therefore, we can say that Jeremy drank a greater amount of orange juice than Royce.
5
2 3
Since we already known that and are “similar fractions” we can now generalize that without
5 5
illustration, we can compare the fractions based on their numerators. That is, the bigger the numerator, the
greater the fraction is or the smaller the numerator, the lesser the fraction is.
2 3 1
We can also arrange fractions in increasing or decreasing order. How do we arrange , and
5 5 2
in ascending order?
By illustration, we can represent them as follows

43 Teaching Mathematics in the Primary Grades

 2 3 1
5 5 2

2 1 3
Based on the illustration, we can say that is the least, is the middle and is the last because
5 2 5
it is the greatest among the three.
3 1 2
If we arrange the fractions in decreasing order, we come up with the arrangement , , .
5 2 5

Teacher’s Note
Let’s Do These
 Have the class do the activities
Perform the
following task.  Ask: What can you say with the
cross products of the two
Activity 1- Fraction Butterfly
fractions?
Materials Needed: Bond paper and colored pencils

Procedure:

44 Teaching Mathematics in the Primary Grades

 1. Prepare 2 fractions. Using the black colored pencil, write the fractions next to each
other.

2. Enclose the numerator of the fraction on the left and the denominator of the fraction
on the right with an oblong using the blue colored pencil.

3. Get the product of the number enclosed in the oblong and write it on the top of the
numerator of the first fraction.

4. Enclose the numerator of the fraction on the right and the denominator of the fraction
on the left with an oblong using the green colored pencil.

5. Get the product of the number enclosed in the oblong and write it on the top of the
numerator of the second fraction.

6. Compare the products. The fraction whose product above its numerator is greater has
the bigger value.

Let’s Recall
 Similar (like) fractions are fractions with the same denominators.
 Dissimilar (unlike) fractions are fractions with different denominators.
 To compare fractions, we use relation symbols such as <, > or =.
 Cross multiplication can also be used in comparing and arranging fractions.

Let’s Practice

A. Write the fraction for the shaded part of each figure on the blank. Then,
determine whether they are similar fractions or dissimilar fractions.

1.

45 Teaching Mathematics in the Primary Grades

 ________ ________

2.

________ ________
3.

________ ________
4.

________ ________

5.

________ ________

B. Shade the parts of the figure based on the given fractions and compare them
using relation symbols by putting <, > or = in the box.

1.

46 Teaching Mathematics in the Primary Grades

 1 2
3 3

2.

3 2
4 4

3.

4 2
6 3

4.

3 2
8 4

5.

5 1
8 4

C. Use butterfly method to compare fractions. Write < ,> or = on the blank.
3 4
1.
5¿ 7

47 Teaching Mathematics in the Primary Grades

 12 2
2.
18¿ 3

1 6
3.
2¿ 7

4 3
4.
5¿ 11

8 16
5.
9¿ 18

D. Illustrate each of the fraction in the given box and arrange them in increasing order by
putting 1 to 3 on the blank, 1 as the least and 3 as the greatest.
3 1 2
1.
4 4 4

__________ __________ ___________

3 5 1
2.
6 6 6

__________ __________ ___________

1 1 1
3.
2 4 3

__________ __________ ___________

4 4 4
4.
8 5 9

__________ __________ ___________

1 2 5
5.
4 3 7

48 Teaching Mathematics in the Primary Grades

 __________ __________ ___________
E. Illustrate each of the fraction in the given box and arrange them in decreasing order by
putting 1 to 3 on the blank, 1 as the greatest and 3 as the least.

2 4 2
1.
5 5 4

__________ __________ ___________

1 8 3
2.
8 8 8

__________ __________ ___________

1 1 1
3.
4 2 5

__________ __________ ___________

3 3 3
4.
4 9 5

__________ __________ ___________

1 4 3
5.
3 5 4

49 Teaching Mathematics in the Primary Grades

 __________ __________ ___________

F. Solving the following problems.

1 2
1. Camille is looking in her footwear box. If of her footwear are shoes and are slippers,
3 3
which footwear does she have more?

2. Adela brought home one plate of bibingka sliced into eighths for her three children.
1 1 1
Angelie ate , Frenche ate and Charish ate of the bibingka. The eldest child ate the
4 8 2
smallest part of the bibingka while the youngest ate the largest. Who among them is the
middle child?

2 3
3. The distance of Faith’s house from school is of a kilometer while Kian’s house is of
5 8
a kilometer away from school. Who among the two children has a house farther from
school?

2
4. It took Zendrex of an hour to finish the household chores assigned to him while it took
5
4
Ella of an hour to complete her household chores. Who between them worked faster?
6

2
5. In a recent survey conducted by the Grade III learners at ABC Elementary School, of
5
1 3
the learners surveyed said that their favorite color is blue,
said pink, and said green.
4 10
What color was favored by the greatest number of learners?

Create one problem on comparing fractions and one problem on ordering

fractions.

50 Teaching Mathematics in the Primary Grades

Module 2: Fractions

L E S S O N 4
Addition of Similar Fractions and
Mixed Numbers

 Lesson Outcomes
At the end of the lesson, the students should be able to:
 Illustrate addition of similar fractions;
 Add similar fractions and mixed numbers; and
 Solve word problems involving addition of similar fractions and mixed numbers.

Did you know?

Based on the 2015 census, Iloilo Province ranked first in the most highly urbanized
2
province/city in Panay and Guimaras Islands. Occupying about of the islands’ population.
5
1
Capiz ranked second occupying about of the islands’ population.
5

51 Teaching Mathematics in the Primary Grades

 Let’s Discuss

What fraction of the population of Panay and Guimaras islands is the combined
population of Iloilo and Capiz?
To find the fraction that the population of Iloilo and Capiz represent, we need to add
2 1
them. Putting it in a number sentence, we have + = N, where N represent the total
5 5
population of the provinces.
2 1
Since we have already known that is two out of five equal parts of the whole and is
5 5
one out of five equal parts, we could illustrate the number sentence as follows:

=N
Counting the number of shaded parts, we can
say that there are three shaded parts or there are three
fifths. We could illustrate it as follows:

3
Therefore, Iloilo and Capiz comprise of the islands’ population.
5

Let’s Do These Teacher’s Note

 Have the class prepare the
materials and do the activities,
52 Teaching Mathematics in the Primary Grades
 Instruct the class to illustrate
the fractions in the activities to
visualize them.
 Ask: What can you say about
 Perform the following task.
Activity 1
2 1
Weigh kilogram of onions and set it aside. Weigh
4 4
kilogram of garlic. Combine the onions and garlic which you have weighed. What is their total
weight in kilograms?

Activity 2
2
Get of an apple and put it on empty plate. Get a guava which of the same size as the
6
apple, and combine it with the part of an apple which you’ve taken at first. What is the total part
of the fruits transferred to the plate?
Activity 3
2 2 2
Combine 2 liters and 1 liters of water and pour it into 1-liter bottles. Pour another 1
5 5 5
liters of water in another set of water bottles. Combine the amount of water. How many one-liter
water bottles did you fill in all? How many bottles were used?

Let’s Recall

 To add similar fractions, add the numerators of the given fractions and that’s copy the same
denominator.
 To add mixed numbers with similar fractions, with the we follow these steps:
1. Add the fractional parts;
2. Add the whole numbers; and
3. Simplify the answer.

Let’s Practice

A. Add the shaded fractional parts.

53 Teaching Mathematics in the Primary Grades

 B. Add the following fractions.

4 3
1. 8 + 8 =

2 4
2. + =
11 11

54 Teaching Mathematics in the Primary Grades

 1 1
3. + =
2 2

4 3
4. + =
6 6

3 2
5. + =
4 4

C. Add the fraction named by shaded parts.

55 Teaching Mathematics in the Primary Grades

 D. Add.

2 3
1. 4 + =
7 7

1 7
2. 2 + =
8 8

10 6
3. 7 + =
13 13

6 4
4. 12 + 10 =
9 9

3 9
5. 2 +5 =
10 10
E. Solve the following problems.

1 2
1. Ann bought 2 kilograms of kamote and 1 kilograms of singkamas. How many
4 4
kilograms of root crops did she buy in all?

56 Teaching Mathematics in the Primary Grades

 2
2. Kent and Michael filled the tank with water. Kent filled the tank with 3 gallons of
5
3
water. Michael filled the tank with 2 gallons of water more than Kent. How many
5
gallons of water did the two boys fill the tank with in all?

7 4
3. Father painted our fence. He used 3 liters of blue paint and 5 liters of white
10 10
paint. How many liters of paint did father use in all?

1
4. Korina, Angelie and Osa have the same amount of money. Korina spent of her
6
3 2
money. Angelie spent of her money. Osa spent of her money. What part of their
6 6
money did the three girls spend in all?

5. Venice has a plate or rectangular pizza sliced into thirty-sixths. She ate 5 parts of it
and each of her five friends ate 4 parts. What part of the pizza did Venice and her
friends eat in all?

Create a word problem involving addition of similar fractions and mixed numbers.
Module 2: Fractions
Subtraction of Similar
L E S S O N 5
Fractions and Mixed Numbers

 Lesson Outcomes
At the end of the lesson, the students should be able to:
 Illustrate subtraction of similar fractions;
 Subtract similar fractions and mixed numbers; and
 Solve word problems involving subtraction of similar fractions and mixed numbers.

Did you know?

57 Teaching Mathematics in the Primary Grades

 Two of the largest provinces in Region 6 are Negros Occidental and Iloilo. Negros
2 1
Occidental occupies about of the region’s land area while Iloilo occupies about of the
5 5
region’s land area.

58 Teaching Mathematics in the Primary Grades

 Let’s Discuss
What is the difference between the fractions that represent the land areas of Negros
Occidental and Iloilo?
Since the question has a clue word “difference”, this means that we are going to use
2 1
subtraction. In number, that’s − =N
5 5
We could illustrate the given as follows.

- _________________________________________________

2 1 1
Based from the illustration, we will be taking away one shade part. Thus, minus is .
5 5 5

Let’s Do These

Teacher’s Note
Perform the following tasks.  Have the class prepare the
Activity 1
materials and do the activities,
8
Given of a banana cake, take away 2 slices. What  Instruct the class to illustrate the
9
part of the whole banana cake was left? fractions in the activities to
visualize them.
 Ask: What can you say about
Activity 2 the differences of the fractions
Divide the construction paper into eight equal parts. in the three problems?
Cut two parts. Determine what part of the construction paper
was left.

Activity 3
1
Prepare 3 bottles with sand inside it, pour out the sand in 1 bottle and of the sand in
4
another bottle. What fraction of sand in the bottles was left?

59 Teaching Mathematics in the Primary Grades

 Let’s Recall
 To subtract similar fractions, subtract the numerators of the given
fractions and copy the same denominator.
 To subtract mixed numbers of fractions with the same denominators, we
follow these steps:
1. Subtract the fractional parts;
2. Subtract the whole numbers; and
3. Simplify the answer.

Let’s Practice

A. Name the fraction for the shaded parts in the first and second figures, then subtract.
Shade the part of the third figure that represents the difference.

60 Teaching Mathematics in the Primary Grades

 B. Subtract the following fractions.
4 1
1. 6 − 6 =¿

5 3
2. 7 − 7 =¿

4 2
3. 9 − 9 =¿

9 3
4. 10 − 10 =¿

22 17
5. 25 − 25 =¿

C. Find the value of n using the illustrations.

4 1
1. 4 − 4 =n

4 1
2. 2 6 −1 6 =n

4
3. 3−1 5 =n

61 Teaching Mathematics in the Primary Grades

 3 5
4. 6 6 −2 6 =n

2 5
5. 15 7 −9 7 =n

D. Subtract.

3
1. 8 5 −4=¿

3 1
2. 5 8 −3 8 =¿

7
3. 11−9 13 =¿

3 5
4. 6 6 −2 6 =¿

1 5
5. 15 7 −9 7 =¿

E. Solve the following problems.

1
1. Mother bought 1 kilogram of brown sugar. She used kilogram of it for her
2
ginataan. How many kilograms of sugar was left?

3
2. Lydia has 3 meters of cloth. She used 1 meters for her blouse. How many
5
meters of cloth was left?

2 3
3. Marjon used 3 kilograms of flour in making doughnut and 2 kilograms in
4 4
making maja blanca. If he has 10 kilograms of flour, what part of the flour was
left?

3
4. Daniela has 6 kilograms of banana. She boiled 1 kilograms for her friends.
4
After cooking, she found out that it was not enough for her friends. She cooked
3
another 1 kilograms. How many kilograms of banana was left?
4

62 Teaching Mathematics in the Primary Grades

 2
5. My house is 7 kilometers away from the school. In going to school, I walked
5
2
km from our house to the tricycle parking station which is 6 km away from the
5
unloading station. From the unloading station, I walk another distance to finally
reach school. What is the distance from the unloading station to school?

Create a word problem involving subtraction of similar fractions and mixed

numbers.

63 Teaching Mathematics in the Primary Grades