School CIT COLLEGES OF PANIQUI FOUNDATION Grade Level 4

GRADE __ INC.
DETAILED Teacher Alkene A. Sagabaen Learning Area MATHEMATICS
LESSON PLAN
Teaching Date Quarter/Week 2nd Week 4
and Time

I. OBJECTIVES

A. Content Standards Demonstrates understanding of improper fractions, mixed numbers and decimals

B. Performance Standards Able to recognize and represent improper fractions, mixed numbers and decimals

C. Learning Competencies/ Changing Improper Fraction to Mixed Forms and Vice Versa
Objectives. Write the LC
code for each with a. Cognitive: Discuss how to change improper fraction to mixed forms and vice
integration versa
b. Psychomotor: Illustrate how to change improper fractions to mixed forms and
vice versa
c. Affective: Show cooperation in group activities
Code: M4NS - IIe -80
Integration: MAPEH (Music)

II. CONTENT Changing Improper Fraction to Mixed Forms and Vice Versa
A. References
1. Teacher’s Guide pages BEC-PELC II.C.2.1
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Cartolina, Pental Pen, Printed Pictures, Scotch Tape, Glue, Pencil, and
Construction Paper, Flashcards
IV. PROCEDURES Teacher’s Activity Pupil’s Activity

Preliminary Activities: “Class, let us all stand and feel the

a. Prayer presence of the Lord. Elaine, please come
here in front of the class and begin the
prayer”
“Yes, Ma’am. In the Name of
the Father, the Son and the
Holy Spirit. Lord thank you for
b. Greetings today, for taking care of us.
Bless us all Lord every day in
Jesus' name. Amen.
“Good morning, class!”
“Good morning, Ma’am
c. Checking of Attendance Alkene! Good morning,
classmates! It’s so nice to meet
you again!”
“Okay, you may take your seats, is
anyone absent for today's class?”
d. Classroom Set-ups

“Great job!" “None, Ma’am!”

“Before we start our lesson, let’s look at

our RULETTE and observe the following
classroom rules as we go through our
discussion. Yna, please read the following
rules.”
 “Yes, Ma’am!”
“RULETTE: Classroom Rules
1. Always listen when
someone is speaking
2. Show respect for your
teacher and classmates
3. Work quietly so you
don’t disturb others
4. Talk to the teacher if
you have a problem”
“Excellent! Now let’s proceed to our
lesson for today”
A. Reviewing previous lesson or A. Drill
presenting the new lesson
Class, let’s have a game called “Divide it!
"I will group yourselves into two groups
then you will answer 4 different
equations. I’ll give you 5 seconds each to
answer the following equation on the
board. The group who will be done first
wins and will have a prize. “

“Is that clear class?”

“Okay! Let’s start!”

(The teacher will flash an equation to the

students)

1. 9÷5= 1. 5 / 9 = 1 r. 4
2. 12 ÷ 5 = 2. 5 / 12 = 2 r. 2
3. 14 ÷ 4= 3. 4 / 14 = 3 r. 2
4. 10 ÷ 3 = 4. 3 / 10 = 3 r. 1

“Congratulations Group ___! Here’s your

prize!”
B. Establishing a purpose for A. Motivation
the lesson

“Now class, have you experienced

wearing a gown or a tuxedo? In what
occasion did you wear it?”

(Students may vary their

answers)
“Very good, class!”

“I have a word problem here that is

connected to our topic for today. Will
you please read it Ayasha?”
 Aling Rollyn sew the gown which her
daughter wore during the Flores de “Aling Rollyn sew the gown
Mayo. Aling Mimi used 5 / 2 meters of which her daughter wore
cloth. How many meters of cloth did during the Flores de Mayo.
she use? Aling Mimi used 6 / 2 meters
of cloth. How many meters of
cloth did she use?”
“But before we answer this one let’s
discuss our topic for today”
C. Presenting examples/ A. Discussion
instances of the new lesson
Improper Fraction – it is a fraction
whose denominator is equal to or
greater than the numerator

“Mariel, what is an improper fraction?”

“It is a fraction whose
denominator is equal to or
greater than the numerator”

“Great! How about the mixed fraction?”

Mixed numbers refer to whole

numbers combined with fractions or
decimals

“Yes, Yna?” “Mixed numbers refer to

whole numbers combined with
fractions or decimals”

“Good job! Now how do we change

improper fraction to mixed numbers in
vice versa?”

“Please read the first table, Marianne” “1. To change an improper

1. To change an improper fraction to a
mixed number, divide the numerator
by the denominator, the quotient
becomes the whole number. The
remainder becomes the numerator
and the divisor becomes the
denominator of the fraction.
fraction to a mixed number,
divide the numerator by the
denominator, the quotient
becomes the whole number.
The remainder becomes the
numerator and the divisor
becomes the denominator of
the fraction. “

“Then the next table, Dane”

2. To change a mixed fraction to an
 improper fraction, multiply the whole
number by the denominator, add the
product to the numerator then write
the sum over the given denominator.
2*2=4+1=5
“2. To change a mixed fraction
to an improper fraction,
multiply the whole number by
the denominator, add the
product to the numerator then
write the sum over the given
denominator.”

5/2

“Did you get it class?”

“Excellent!”

D. Discussing new concepts and A. Performing the Activity

practicing new skills #1
“Now, let’s try a harder one, get one
whole sheet of paper and try this one on
the board”

(The teacher will post the problem on the

board)

Change the following to improper

fractions.
1. 19/4
2. 19/9
3. 60/8
4. 23/4
“I’ll give you 5 minutes to change these 5. 50/8
mixed numbers to improper fractions. Is
that clear?”

“Great! You may start now.” “Yes, Ma’am!”

(After 5 minutes)

“Are you done, class?”

“Okay let’s answer the following” “Yes, Ma’am!”

1. 19/4
2. 19/9
3. 60/8
“Great job, class!” 4. 23/4
5. 50/8

E. Discussing new concepts and A. Processing the Activities

practicing new skills #2

F. Developing mastery (leads to A. Reinforcing the Concept and Skill

Formative Assessment # 3)
“Now go with your groups
because you're going to answer
this problem in a cartolina. Don’t
 worry I will give you materials for
this activity.”

“You will answer the following: “

“Change the following improper

fraction to mixed form!”

1. 2 1/6
2. 3 3/7
“Is that clear?” 3. 5 1/6
4. 3 2/6
“Good! I’ll give you 5 minutes to
5. 5 4/8
do this activity. You may start
now!”

(After 5 minutes)
“Yes, Ma’am!”
“Are you done, class?”

“Wonderful! Now let’s check

your answer!”

“Yes, Ma’am we’re done!”

“Very Good, class!”

1. 2 1/6
2. 3 3/7
3. 5 1/6
4. 3 2/6
5. 5 4/8

G. Finding practical applications A. Reinforcing the Concept Skill

of concepts and skills in daily
living “Now class, get your notebooks and pens
and we’re going to analyze the word
problem and the following questions”

(The teacher will post the problem on the

board)

“Please read the word Trixie”

Aling Betty had sewn the gown which
her daughter wore during the Flores de
Mayo. Aling Betty used 2 5 meters of
cloth. How many meters of cloth did
she use?
“Aling Betty had sewn the
gown which her daughter
wore during the Flores de
Mayo. Aling Betty used 2 5
meters of cloth. How many
meters of cloth did she use?”

1. How many meters of cloth did Aling

Betty use?
1. 5/2
2. What kind of fraction is 5/2? 2. Improper Fraction
3. Divide 2 and 5
3. How will you change 5/2 to a mixed
 number? 4. 2 ½
5. (Answers may vary
4. If you change 2 5 to a mixed number,
what will it be?

5. What can you say about Aling Betty?

What kind of mother is she?

“So, I’m going to give you 10 minutes to

answer the following question. Are you
ready class?”

“Great! You may start now!” “Yes, Ma’am!”

“Are you done?”

“Fantastic! Leaders by row please collect “Yes, Ma’am we’re done!”

the papers of your classmates and pass it
in front.”

“Now, let’s answer the following”

1. 5/2
2. Improper Fraction
3. Divide 2 and 5
4. 2½
“Excellent class!”
5. (Answers may vary)

H. Making generalizations and A. Summarizing the Lesson

abstractions about the lesson
“Now class what is our topic for today?”
“Very good! Then what is an Improper
Fraction again?”
“Changing Improper Fraction
to Mixed Form and Vice
Versa!”
“A fraction whose
denominator is equal to or
greater than the numerator”

“Good job, class! How about the Mixed

Numbers?”
“Mixed numbers refer to
whole numbers combined
with fractions or decimals”

“Great work! class!”

I. Evaluating Learning A. Assessment

“So, class, I have prepared an individual

activity to test whether you understand
our discussion.”

Read and solve the problem.

1. Rex has 8/3 liters of gasoline.

What is the mixed form of 8/3? 1. 2 2/3
2. Regina bought 23/4 meters of

J. Additional activities for
application or remediation
V. REMARKS
Compute the result of the
evaluation and analyze.
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
linen for a tablecloth. Change 2. 5¾
23/4 into an improper fraction. 3. 4 1/8
3. Hannah bought 33/8 meters of 4. 31/6
tarpaulin for their decoration. 5. 138/8
Change 33/8 into an improper
fraction.
4. Change 5 1/6 to a mixed number.
5. Change 17 2/8 to a mixed
number.
“I will give you 10 minutes to answer the
problem. Your time start now.”
(After 10 minutes)
“Are you done, class?”
“Yes, Ma’am!”
“Okay! Leaders by row, collect all activity
sheets then pass it in front. Now let’s
answer the following.”
1. 2 2/3
2. 5¾
3. 4 1/8
4. 31/6
“Good job, class!” 5. 138/8
A. Home Activity/Remediation
“Now class, I’m going to give your
assignments one by one and please do
not crump it. Pass this to me on Monday”
A. Find the missing number for each
A.
1. 7/3
2. 91/7
3. 11/2
“Is that clear, class?”
“That’s good to hear! Let’s end our
“Yes, Ma’am!”
discussion for today and goodbye class!”
“Goodbye Ma’am! See you
tomorrow!”
For Example: 5 items
5 x ____ = _______
4 x ____ = _______
3 x ____ = _______
2 x ____ = _______
1 x ____ = _______
0 x ____ = _______
Assessing you as a teacher and analyzing the students’ progress this day.
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
 additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared By:
ALKENE A. SAGABAEN
BEED 2-A
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Answering preliminary activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials.
__ local poetical composition
Checked by:
FORTUNATO C. LAZARO JR
Math SC 7- Instructor