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Mathematics
Quarter 2 - Module 9: Week 4
Changing Fractions to Lowest Terms

Department of Education Republic of the Philippines

Mathematics – Grade 4
Alternative Delivery Mode
Quarter 2 - Module 9: Changing Fractions to Lowest Terms
First Edition, 2020
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ownership over them.
Published by the Department of Education – Division of Valencia City
Schools Division Superintendent: Rebonfamil R. Baguio

Development Team of the Module

Author: Michael A. Eduave

Editor: Cyrene Mae F. Tunog

Reviewer: Margie M. Bayagna, PSDS

Joy L. Rosalita
Mary Ann L. Flores

Illustrator: Jordan L. Subalan

Layout Artists: John Rimmon I. Taquiso

Management Team:

Chairperson: Rebonfamil R. Baguio

Schools Division Superintendent

Co-Chairperson: Eugene I. Macahis, Jr.

Asst. Schools Division Superintendent

Members: Jayvy C. Vegafria, CID Chief ES

Lorelie V. Gamutan, EPS – Mathematics
Analisa C. Unabia, EPS – LRMS
Joan Sirica V. Camposo, Librarian II
Printed in the Philippines by:
Department of Education - Division of Valencia City
Office Address: Lapu-lapu Street, Poblacion, Valencia City 8709
Telefax: (088) 828-4615
Website: deped-valencia.org

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 Mathematics 4
Quarter 2 - Module 9: Week 4
Changing Fractions to Lowest Terms

This instructional material was collaboratively developed

and reviewed by educators in the public schools. We
encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to the
Department of education at region10@deped.gov.ph.
 
We value your feedback and recommendations.

Department of Education Republic of the Philippines

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What This Module is About

Mathematics is not about numbers, equations, computations or

algorithm: It is about understanding (William Paul Thurston, American
Mathematician). In order to understand Mathematics, it must find
relevance in the experiences and life of the learners. When problems
and questions are interconnected with real – life situations, it is giving
importance and meaning to the life of the learners which enables them to
appreciate the beauty and power of analysis and reasoning through their
experiences.

The 21st century learners are enthusiastic, creative and capable of

analyzing every situation to come up with a good judgement. Hence, this
module is designed to cater the needs of the learner to improve in the
field of mathematics.

The presentations in this module are simple. The competencies

are aligned with the requirements of the Department of Education. They
unfold the concepts and skills in an easy – to – understand ways. The
problem situations and illustrations are informative and socially- oriented.
This module offers challenges to equip the learners as they get ready for
Math in the next level.

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 What I Need to Know

In this module you will learn to change fractions to its lowest term.
You are going to use your prior knowledge about GCF and Prime
Factorization in this lesson. Why don’t you recall first these lessons?

Finding the GCF by listing:

6: 1, 2, 3, and 6
12: 1, 2, 3, 4, 6, and 12
GCF is 6

Prime Factorization:
6: 2 x 3
12: 2 x 2 x 3
GCF: 2 X 3 = 6

How to Learn from this Module

For you to achieve the objectives cited above, you are to do the
following:
• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and

exercises diligently.

• Answer all the given tests and exercises.

Icons of this Module

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 What I Need This part contains learning objectives
to Know that are set for you to learn as you go
along the module.

What I Know This is an assessment as to your

level of knowledge to the subject
matter at hand, meant specifically to
gauge prior related knowledge.
What’s In This part connects previous lessons
with that of what you are going to
learn.

What’s New An introduction of the new lesson

through various activities, before it
will be presented to you.

What is It These are discussions of the

activities as a way to deepen your
discovery and understanding of the
concept.
What’s More These are follow-up activities that are
intended for you to practice further in
order to master the competencies.

What I Have Activities designed to process what

Learned you have learned from the lesson

What I Can These are tasks designed to

Do showcase your skills and knowledge
gained, and applied into real-life
concerns and situations.
Post This assessment evaluates your level
Assessment of mastery in achieving the learning
objectives.

More These are additional activities

Activities designed to increase the level of your
skills and knowledge.

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 What I Know

A. Put a check ( ) on the space provided below each number if the

fraction is in lowest term wrong ( X ) if not.

7 3 4 5 1
1. 21 2. 12 3. 7 4. 12 5. 3

B. Find the missing number to form the lowest term of each fraction.

6
1. 18 = ❑
3

A. 1 B. 2 C. 3 D. 4

6
2. 9 = ❑
3

A. 1 B. 2 C. 3 D. 4

10
3. 30 = ❑
3

A. 1 B. 2 C. 3 D. 4

8 1
4. 24 = ❑

A. 1 B. 2 C. 3 D. 4

36 3
5. 48 = ❑

A. 8 B. 7 C. 6 D. 4

Lesson
Fraction in Lowest Term
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 Fractions are said to be in its lowest term if the numerator and
denominator are relatively prime. This means, the factors of numerator
and denominator is itself and one only. You need to reduce fraction in
its lowest term to work with them in an equation.
In this lesson, you will be learning about changing fraction into its
lowest term

What’s In

Amber and Sabinne each gave a share of ribbon to be used

for their group project. Amber has 20 meters of ribbons and Sabinne has
32 meters of ribbons. They need to cut the two piece of ribbons into two
equal lengths. What should be the greatest length of the ribbon from
each piece of ribbon?

Since it is asking for the greatest length of the ribbon, you

are finding for the GCF. Can you still remember the process?

Solution: Prime Factorization

20 = 2 x 2 x 5
32 = 2 x 2 x 2 x 2 x 2

The GCF is, 2 x 2 = 4

Solution: Listing Method

20 = 1, 2, 4, 5, 10, 20
32 = 1, 2, 4, 8, 16, 32

GCF=4

What’s New

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 6 2
9 3

6 2
The fraction illustrated above 9 and 3 are the same fractions. Can
you tell why?

What is It?

A fraction in its simplest form has a numerator and denominator

that are relatively prime. To reduce fraction in its lowest form, you can
use the following methods: Using GCF and Prime Factorization.

GCF: Divide the numerator and denominator with the

same number. That number is the GCF.

6: 1, 2, 3, 6 6÷3=2
9: 1, 3, 9 9÷3=3
The GCF is 3
6 2
The lowest term for 9 is 3

Prime Factorization

Step 1.
Write the numerator and denominator as products of their primes.

6=2x3
9=3x3
Step 2.
Cancel any common factor. Then, multiply any factors that are left
in the numerator together and any factors that are left in the denominator
together. This is your reduced form

6=2x3 6=2
9=3x3 9=3

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 2
The lowest term is 3 since 2 and 3 have no more common factors.
6 2 2
Going back to the problem stated above, 9 and 3 are the same since 3 is
6
the simplest form of 9 .

Another example using Prime factorization.

24 = 2 X 2 X 2 X 3 = 6
52 = 2 X 2 X 13 =13

24 6
The lowest term for 52 is 13 .

What’s More

A. Find the lowest term of the fraction using GCF. Show your solution.
36 6 6
1. 81 2. 14 3. 9

B. Find the lowest term of the fraction using Prime Factorization. Show
your solution.

15 9
1. 18 2. 45

What I Have Learned

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 In finding the lowest term of a fraction, you divide the numerator
and denominator by its GCF. You can also use Prime Factorization in
solving for the lowest term of a fraction. If there is a common factor in the
numerator and denominator you may cancel the common factors and
multiply the remaining factors, the result is the lowest term of the given
fraction.

What I Can Do

Direction: Find the lowest term of each fraction using any methods
discussed in this module.

4 10 4
1. 12 ______ 2. 35 _____ 3. 16 _________

8 15 6
4. 40 ______ 5. 18 _____ 6. 9 __________

8 6 7
7. 32 ______ 8. 8 ______ 9. 21 _________

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10. 21 ______

Post Assessment

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A. Put a check ( ) on the space provided below each number if the
fraction is in lowest term and wrong (X)if not. Write all answers in your
activity notebook.

7 3 4 5 1
1. 21 ____ 2. 12 ____ 3. 7 ___ 4. 12 ____ 5. 3 ____

B. Find the missing number to form the lowest term of each fraction.
Encircle the letter of the correct answer.

1. 3 =
9 3

a. 1 b. 2 c. 3 d.4

8 =
2. 12 3

a. 1 b. 2 c. 3 d.4

3. 10 =
25 5

a. 1 b. 2 c. 3 d.4

4. 7 1
=
21

a. 4 b. 3 c. 2 d.1

15 3
5 =
25

a. 5 b. 4 c. 3 d.2

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 Additional Activities

Direction: Read each paragraph carefully and answer the questions.

1. Every Saturday, Mother and Leal go to the market. On each marketing

day, they spend 3 hours including the travel time. What fraction of the
day is used in marketing every Saturday? Express your answer in lowest
term.

2. Century is what part of the Millennium? Express your answer in lowest

term.

Answer Key

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 What I Know
1.X
2.X
3.∕
4. ∕
5. ∕
6. A
7. B
8. A
9. C
10. D

What’s More
Post Assessment
4
1. A.1. X
9
3 2.X
2.
7 3.∕
2
3.
3 4. ∕
5 5. ∕
4.
6 B. 1. A
What I can Do 2.B
1 3.B
1.
3
2 4.B
2. 5. A
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1 Additional Activities
3.
4 3 1
1 1. =
4. 24 8
5 1
5 2.
5. 10
6
2
6.
3
1
7.
4
3
8.
4
9.
1 Reference:
3
1. Tabilang, A R., I. J. Arce., R. Pascua., N. Cahayag., L. Dacuba., D.
Borias., R. Buemia., M. Callao., L. Morandante., A. Danao., l. Gonzaga.,
I. Briones. And J. A. Daganta. (2015) Mathematics –Grade
14
4 Learner’s Material. Lexicon Press, Inc.

2. Tabilang, A R., I. J. Arce., R. Pascua., N. Cahayag., L. Dacuba., D.

Borias., R. Buemia., M. Callao., L. Morandante., A. Danao., l. Gonzaga.,
I. Briones. And J. A. Daganta. (2015) Mathematics –Grade
4 Teacher’s Material. Lexicon Press, Inc.

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 For inquiries and feedback, please write or call:

Department of Education – Division of Valencia City

Lapu - Lapu Street, Poblacion, Valencia City 8709

Telefax: (088) 828 - 4615

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