DETAILED LESSON PLAN IN MULTIPLYING FRACTIONS-

FRACTION WITH ANOTHER FRACTION

Subject: Mathematics Date: February 28, 2022 Section: 4-Nationalism

Unit: Multiplying Fractions
Learning Targets: 1 demonstrate the procedures in multiplying a fraction with another fraction
2 apply the concept of multiplying fractions in real life situations
Teacher Activity Student Activity
A. Introduction

Good morning, Grade 4! Let’s have a drill!

Each one of you must answer the flashcard that will

be displayed. We will start from Kaile until Miguel.
This way, every one of you will participate.

(The teacher will conduct an oral drill on (The learners will have an oral drill on multiplication
multiplication of whole numbers) of fractions.)

Very good! Now, I have here an illustration.

What will be its fraction form if I cut this into 2 and

shade only the one side?

1
It is
2

How about if I cut this into three,

what 1
It is
fraction form represents the 3
shaded part?

What if I combine these two figures, what fraction

represents the shaded part? 1
It is
6
This part is the only part that was
shaded twice. This part is what we call
the PRODUCT.

How can we get the product of a two fractions?

Today, let us find out how to multiply a Fraction with

another Fraction.
B. Interaction

1 1 1
x =
2 3 6

2 1 2 1
x = or
5 4 20 10

2 1 2 1
x = or
3 4 12 6 1. Multiply the numerators.

How did we get the products?

(The teacher will provide examples until the learners 2. Multiply the denominators.
will understand the concept. The learners will be the
one to state the steps in Multiplying Fractions)

a c
Very good, by following our General Rule, x =
b d
axc
bxd
1 1 1x 1 1
1 1 1 x = =
x = 2 3 2x 3 6
2 3 6
What should we do first? First, we multiply the
numerators.

Okay, so 1x1 = 1
1
What should we do next? No, teacher. You cannot simply
6

That would be 2x3 = 6

Very good! Can you still simplify the product?

Now, let us have another example. 2x1 = 2

2 1 2 1
What if we multiply, x = or
5 4 20 10 5x4 = 20

Our first step is to multiply the two numerators. What

is the product? 2 1 2 1
x = or
5 4 20 10
Next, multiply the two denominators. What is the
product? 2
Yes, teacher. Its simplified form is
5
2 3
Therefore, x =?
3 5

Can we still simplify this?

Correct, very good! 2x1 = 2

 2 1
Another example, x =
3 4 3x4 = 12

Our first step is to multiply the two numerators. What

is the product?

Next, multiply the two denominators. What is the

product?

2 1 2
Therefore, x =
3 4 12

Can we still simplify this? 1

6
Correct, very good!

But did you know that there is an easier way of doing

it? Do you want me to teach you a shortcut method?

It is called the cancellation method.

How is cancellation done? Let us find out.

2 3 2
x =
3 5 5

The number 3 and 3 have a common factor, which is

also 3. Dividing 3 by 3 will give 1.

We can go directly to the simplified form.

Let us have another examples.

2 1 1
x =
5 4 10

The number 2 and 4 have a common factor, which is

2. Dividing 2 and 4 by 2 will be 1 and 2, respectively.

1x1= 1
5x2 = 10
We can go directly to the simplified form.

How about
2 1 1
x =
3 4 6

The number 2 and 4 have a common factor, which is

2. Dividing 2 and 4 by 2 will be 1 and 2, respectively.

1x1 = 1
3x2=6
We can go directly to the simplified form.

3 2
Find the product of x
6 9
3 2 3 x2 6 1
x = = or
Who wants to answer on the board? Let us have _____ 6 9 6 x 9 54 9
to find the product of the given fractions. Use the
long method.
1. Multiply the numerators.
Very good. How did _____ do it? What is the first step
in multiplying a fraction with another fraction?

Correct, the numerators are 3 and 2. 3x2 = 6

What is the next step in multiplying a fraction with

another fraction? 2. Multiply the denominators.

Correct, the denominators are 6 and 9. 6x9 = 54

After getting the product, what should we do? 3. Simplify, if possible.

Very good!

How about if we use the cross cancellation method? 3 2 3 2

x = x
Let us have _____ to find the product of the two 6 9 6 9
fractions.
1x 1 1
=
Very good! How did _____ got the product? 3x 3 9

First, what is the common factor of 3 and 9?

The numbers 3 and 9 have a common factor, 3.
3 divided by 3 is 1. 9 divided by 3 is 3.

How about the 2 and 6, what is their common factor?

The numbers 2 and 6 have a common factor, 2.
2 divided by 2 is 1. 6 divided by 2 is 3.

1x 1 1
Therefore, =
3x 3 9

It will give you the simplified form.

Now, let us use our wheel of fractions and our wheel

of names. We will spin the wheel and the wheel of
names. You have to answer what is asked and then
we will discuss how did we got the product.
Understood? You may use any of the two method.

Examples:

2 1 2 1
1¿ x 1¿ or
3 4 12 6
 2 1 2 1
2¿ x 2¿ or
6 4 24 12
1 4
3) x
8 3 4 1
3) or
24 6
C. Integration

Did you understand our lesson today? Again, What

are the steps in multiplying a fraction with another 1. Multiply the numerators.
fraction? 2. Multiply the denominators.
3. Simplify, if possible.
Very good! Answer the following in a Grade 4 pad
paper. Show your complete solution. You may
choose which method to use.

2 1
1¿ x
5 6 2 1
or
30 15

3 8 24 1
2) x or
4 12 48 2

5 2 10 1
3) x or
10 15 150 15

If we have time to check it, we will check it. If we

don’t have time, I will be the one to check your
papers. I hope you learned a lot today. See you on
our next meeting!

Observed:

______________________________________________________ ________________ __________________

Signature over Printed Name of Cooperating Teacher Date Time