GRADE LEVEL GRADE 3 GRADE 4

DAY 1
Lesson Objectives Visualize dissimilar fractions Visualize subtraction of dissimilar fractions
Subject Matter Visualizing Dissimilar Fractions Visualizing Subtraction of Dissimilar Fractions
Learning Resources CG, Charts, flashcards, strip of paper, models, illustrations, drawings
Procedure Groupings Structure (tick boxes)
Use these letter icon Whole Class Mixed Ability Groups Friendship Group Ability Group Grade Groups Combination Groups Other (specify)
to show methodology Preparation
and assessment Drill
activities. Name the Fraction represented by the shaded part

Direct Teaching

Group Activity Priming Activity Priming Activity

I have prepared shapes under your chair. Get it and look what shape I have prepared fraction under your chair. Get it and look
Individual Activity you got. Find your group. what fraction you got. Find your group.
Those who got rectangle will be group one. Those who got circle will Those who got ½ fraction will be group one.
Assessment be group two. And those who got square will be group three. And those who got 2/4 fraction will be group two.
Motivation
Group the class into four and bring out their paper strips and crayons. Show a strip similar to the ones they have.
Show a fraction equivalent to 2/3 using your strip of paper. Ask the class to use different folds to show 2/3. Each member of the group
will have different folds to represent the given fraction. 1. 2/3 = ______ = ______= _____=_____
2. 1/2 = ______ = ______= _____=_____
3. 1/3 = ______ = ______= _____=_____
4. 2/5 = ______ = ______= _____=_____
(The group with the most number of correct folds wins)

Self-Checking Activity guided by the teacher Self-Checking Activity guided by the teacher
Preliminary Activity Presentation
1. Divide the class into 3 groups. Group 1 will be Have the pupils read the problem opener.
“rectangle group” Group 2 will be “circle group” Sheryl has 7/8 bibingka she shared ¼ with her classmate
and Group 3 will be “square group”. What part of bibingka was left?
 2. Give each group 3 pieces of cut-outs of the shape the
group is named after. Ask: What is asked in the situation?
What are the given facts?
3. Each group will get a shape and fold it into three equal How will you answer the problem?
parts. Darken the creases. The “rectangle group” will shade What is the number sentence?
1 part, the “circle group” will shade 2 parts and the “square Lead the pupils in analyzing the problem.
group” 3 parts. Emphasize them to use drawings, illustration, model, paper
4. Again get another shape and fold it into four equal parts. folding to find the answer.
Darken the creases again. The “rectangle group” will shade
1 part, the “circle group” will shade 2 parts and the “square
group” 3 parts.
5. Get the last shape , fold the shape into 8 equal parts .
Darken the creases. Let the “rectangle group” will shade 1
part, the “circle group” will shade 3 parts and the “square
group” 5 parts.
Presenting the Lesson Performing th Activities
Ask each group to post their work on the board. Divide the class into 2 groups
Performing the Activities Let each group illustrate by using paper strip .
Ask one pupil to get the picture of 1/8, 3/8 and 5/8 and name the Group 1- “1/2 fraction group”
shaded part. Ask another pupil to get the picture of 2/3,1/8 and ¾. 1. 2 - 2
Ask: Into how many equal parts were the shapes in Set A divided? 3 5
What part of the fraction does it represent? How about the fraction in 2. 2 - 1
Set B? What are the denominator? Are they all the same? Do you know 3 2
the name of fractions with the same denominators? 3. 3 - 1
How about the fraction the fraction in set B? Do they have the same 4 2
Group 2- “2/4 fraction group”
denominator? What do you call these fractions that have different
1. 7 - 1
denominators? Have fractions and draw their hem give other examples
9 3
of dissimilar fractions and draw their representations.
2. 9 - 1
Processing the Activities
10 2
Ask: When are fraction called dissimilar?
3. 8 - 1
What part of the fractions are you going to compare?
9 3
If you are given shapes to represent dissimilar fractions, how are you
going to do it?
What characteristic did you find with dissimilar fractions? Processing the Activities
What can you say with their denominator? Looking back at the examples, ask: How did we
visualize subtracting dissimilar fraction

Reinforcing the Concept Reinforcing the the Concept and Skill

Show the fractional parts of the given set of dissimilar fraction Find the answers using drawings or paper strips.
using different shapes below. 1) 2/4 – ½
2) 5/9 – 1/3
1. 3.
3) ¾ - ½
4) 5/8 – 1/3
3 2 1 1
5 3 2 3 5) 4/5 – 1/3
2.
4.

1 5 3 1
2 6 4 6
Summarizing the Lesson Summarizing the Lesson
When do we say that fractions are dissimilar? How do we visualize subtraction of dissimilar fractions?
Applying to New and Other Situations Applying to New and Other Situations
Group Activity Read and Solve. Use drawing or representations to help you.
Have the pairs of fractions below be written in 3 strips of 1. Ella had a piece of ribbon. After using 3/8
cartolina. Divide the class into 3 groups. Give each group a strip of meter for her headband, she had ¼ meter
cartolina. Let them wriite answer their on ¼ sheet of manila paper to left. How many meter of ribbon did she have at
be posted later on the board. first?
Direction: Illustrate the pair of fractions. Then write dissimilar, if the set 2. Angelica needs 4/5 kilogram of chicken for her
is dissimilar fractions and similar, if these are not dissimilar.
recipe in EPP- H.E. subject. She already has 2/4
1. 5/8 , 3/6
kilogram. How many more kilograms does she
2. 2/4, 6/8
3. ¾ , 4/6 need?
 Evaluation Evaluation
Write D on your paper if the given sets of fractions are Solve the following by drawing regions or using a
dissimilar number line.
1. 8 - 1
9 3
__ 1.
2. 3 - 3
4 6
__ 2. 3. 8 - 3
10 4
__ 3. 4. 7 - 2
9 9
__ 4. 5. 9 - 1
10 2
__ 5.

Home Activity Home Activity

Visualize the following fractions: Find the difference using illustrations
1. 2/3 1. 8/9 – 1/3
2. 4/5 2.6/9 – 1/5
Remarks
Reflection