I.

OBJECTIVES:
A. Content Standard demonstrates understanding of improper fractions, mixed numbers, and decimals
B. Peformance is able to recognize and represent improper fractions, mixed
Standard numbers and decimals
C. Most Essential changes improper fraction to mixed numbers and vice versa.
Learning Competency (M4NS-IIe-80)
II. CONTENT:
A. Topic Changing Improper Fractions to Mixed Numbers and Vice Versa
III. LEARNING RESOURCES:
A. References  Teacher’s Guide (pages 135-137)
 Learner’s Material (pages 106-107)
 Self Learning Module (pages 3-5 ; Quarter 2-Week 4)
B. Other Learning powerpoint presentation, spin the wheel, show me board, charts, pictures, cartolina,
Resources etc
IV. PROCEDURES:
Teacher’s Activity Pupils’ Activity
A. Review/Drill
Good morning children! Good morning Teacher Lyn, good
morning classmates. It’s nice to see
you today!

Are you ready for our new lesson this

morning? Yes, maam.

Then, show me that you are ready.

(The pupils sit properly.)
Before we start our new lesson this
morning, let us have first a short review
about our previous lesson.
Let us play guess the game!

Behind the letters are fraction and you

will identify whether the fraction is a
Proper Fraction, Improper Fraction, or
Mixed Number.
Is that clear?

Okay, so let us start!

Yes, maam.

(Pupil 1 spins the wheel)

What do we call this kind of fraction?
 Other Pupils: “STOP!”
Very good! Let’s spin the wheel again.

That is a proper fraction.

How about this?

(Pupil 2 spins the wheel)

Correct! Let’s spin the wheel again.
Other Pupils: “STOP!”

That is a mixed number.

How about this?

That’s right! I’m glad that you can still (Pupil 3 spins the wheel)
remember our lesson yesterday.
Other Pupils: “STOP!’

That is an Improper Fraction.

B. Introduction of the Now, look at these pictures
Lesson
 What similarities have you seen in
these pictures? The pictures show welcoming or
entertaining visitors.

Very good! What Filipino trait is being

shown in the pictures It shows hospitality.

Correct! Have you experienced

entertaining visitors at your home? Yes, maam.

How often do you have visitors at

home? Possible answers:
(once a week, once a month,
every weekend)

What do you do if you have visitors?

We clean our house first.
How do you entertain your visitors?

We offer them foods and drinks.

What else?
We welcome them with a smile and
make them feel comfortable.

That’s great! Now, let us read this word

problems.

What did mother baked for her visitors? Cassava cake

How many slices of cakes did mother

request Myla to prepare? Eights

How many eights did Myla make out of

the cassava cakes? 23/8
What is being asked in the problem?
How many whole cakes and slices
will be served to the visitors?

How will you solve the problem? Change 23/8 to mixed number.

Let’s read Problem #2

How many kilograms of beef did Aling 2¾

Agnes buy?
How many fourths of a kilogram of
What is asked in the problem? beef does she have?
 Change 2 ¾ to improper fraction.

How will you solve the problem?

No, maam.
Do you know how to change 23/8 to
mixed number and 2 ¾ to improper
fraction?

Then, this is the time that you will learn

how to change improper fractions to
mixed numbers and vice versa.

C. Modelling Our topic for this morning is about

(I Do) Changing Improper Fractions to Mixed
Numbers and Vice Versa

Let us discussed first how to change

improper fraction to mixed numbers.
23
Change to mixed numbers
8
Two ways:
1. By drawing regions

7
8

7
1 whole + 1 whole +
8
7
= 28

2. By computation
Steps in Changing Improper Fraction to
Mixed Number
a. Divide the numerator by the
denominator.
b. The whole number in the
quotient is the whole
number in the fraction.
c. Express the remainder as
fraction. The remainder is the
numerator and the divisor is
the denominator in the
fraction.

23
8
 7
Therefore, = 28

Next, let us change mixed numbers to

improper fractions

3
Change 2 4 to improper fractions

Two ways:
1. By drawing regions

2. By computation
Steps in Changing Mixed Number to
Improper Fraction
a. Multiply the whole number
by the denominator.
b. Add the numerator to the
product of step 1.
c. Write the sum over the given
denominator.

3
Therefore, 24 =

D. Guided Practice Now, it’s your time to solve on your

(We Do) own.
Let’s play “Show Me Board”.
Your team is your group in our
Mathematics class.

I will flash a fraction in the screen, then

all you have to do is to change the
fraction to mixed number if it is an
improper fraction and vice versa. The
 members of the team will agree for the
final answer and will write the answer in
the show me board then will show it.

The first team who will get the answer

correctly will get a point. The first team
who will get 5 points will be declared as
the winner.
Is that clear?

But before we start, what are the rules Yes, maam.

in doing group activity?

Listen to the teachers attentively.

Very good! What else?
Cooperate with your groupmates.

That’s right! Another? Minimize the voice while talking

with groupmates during group activity.

Correct! Now let’s start the game

(The pupils do the task)

(The pupils do the task.)

(The game will continue until a team

gets 5 points and will be declared as the
winner of the game.)
E. Independent Fill in the boxes with the correct
Practice numerator or denominator to make each
(You Do) item true.
 F. Evaluation A. Change the following improper
fractions to mixed numbers.
Write your answer inside the box. 8 2
1.) 3 = 2
3
8
1.) 3 =
13 = 1
13 = 2.) 2
6
2
2.) 2
21 21
3.) = 3.) = 4
1
5 5 5
B. Change the following mixed
numbers to improper fractions.
Write your answer inside the box.
4 19
4 4.) 3 5 = 5
4.) 3 5 =

3 3 43
5.) 5 = 5.) 5 = 8
8 8
G. Assignment Directions: Change the following
fractions to improper fractions or mixed
numbers.

13
1.) 2
7
4.) 6 10
12
2.) 12
15
5.) 7
5
3.) 8 8

V. REMARKS

VI. REFLECTION:
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require 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 these 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?