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Mathematics
Quarter 2 - Module 8: Week 4
Changing Improper Fraction to Mixed
Number and Vice Versa

Department of Education Republic of the Philippines

Mathematics – Grade 4
Alternative Delivery Mode
Quarter 2 - Module 8: Changing Improper fraction to Mixed Number and Vice Versa
First Edition, 2020
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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
Israel C. Adrigado, PDO 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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 4
Mathematics
Quarter 2 - Module 8: Week 4
Changing Improper Fraction to Mixed
Number and Vice Versa

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 [email protected].

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 prepare for Math in the next level.

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 What I Need to Know

In this module, you will learn to change improper fraction to

mixed number and change mixed number to improper fraction

First, you have to remember important points about fraction.

These are the three kinds of fraction:

Proper fractions: The numerator is less than the denominator.

Example:

Improper fractions: The numerator is bigger than the denominator.

Example:

means there are 11 thirds.

8/5 means there are 8 fifths

Mixed numbers: Consist of a whole number and a proper

fraction.

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Example:

1 1
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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.

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Icons of this Module
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

Direction: Write the letter of the correct answer.

1. Change to mixed number.

a. 5 b. 3 c. 9 d. 2

2. Which of the following is equal to ?

a. b. c. d.

3. Express 3 as improper fraction.

a. b. c. d.
4. Change 3 to improper fraction.
a. b. c. d.
5. Which figure expresses 1 ?
a. c.

b. d.

6. Change to mixed number.

a. 9 b. 2 c. 2 d. 9
7. What is the missing number: 3 =
a. 7 b. 4 c. 12 d. 13
8. How many fifths are there in 8 ?
a. 14 b. 44 c. 24 d. 34
9. Fill in the box with the correct number. 27 = 3
8 8
a. 9 b.2 c. 4 d. 1
10. Which of the following illustrates
a.

b.

c.

d.

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z

Lesson Changing Improper

1 Fraction to Mixed
Number
Remember that Improper fractions are fractions that has bigger
numerator than the denominator. Mixed numbers consist of a whole
number and a proper fraction. In this lesson you are going to change
improper fraction to mixed numbers.

What’s In

Direction: Express the illustration as mixed number

1
4
4 of the illustration is the same as 1.

1 number of shaded part

4 total number of parts

To express the illustration above as mixed number, that is 2

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 What’s New

One Saturday afternoon, Bonbon will serve buko pie to her

friends. How many whole buko pie and fractional part of a buko pie
does he have?

How will you obtain the answer?

What is It?

The problem stated above asked for a whole number and a

fraction. To change improper fraction to mixed number, follow these
steps:

Step 1. Divide the numerator by the denominator.

x 1 quotient
4 7
-4
3 remainder

Step 2. Show the answer as a mixed number.

The quotient is the whole number
The remainder is the numerator
The divisor is the denominator

express as mixed number is 1 .

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 What’s More

A. Direction: Express the illustration to improper fraction.

1 2.
.

____ ___

B. Direction: Change the following improper fraction to mixed number.

Show your solution in your activity notebook.

3. _____ 4. _____ 5. ______

What I Have Learned

Direction: Fill in the blanks with the correct word in changing

improper fraction to mixed number.

To express improper fractions as mixed numbers: Divide the

numerator by the __________(1). Express the ________(2) as the
whole number. The remainder as the ________(3) and the divisor as
the denominator.

Quotient Numerator Denominator

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 What I Can Do

Direction: Express the following improper fraction as mixed numbers.

Show your solution.

1. 2.

3. 4.

5.

Lesson Changing Mixed

Number to Improper
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 Fraction
2
Remember that mixed numbers consist of a whole number and
a proper fraction. In this lesson you are going to reverse what we did
in lesson 1, change mixed number to improper fraction. Improper
fractions are fractions that has bigger numerator than the
denominator.

What’s In

Direction: Illustrate 4

Solution:

1 1 1 1

5
5 of the illustration is the same as 1.

3 number of shaded part

5 total number of parts

To express the illustration above as mixed number, that is 4

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 What’s New

Justin serve cake for snacks to his friends. They consumed 3

of cake. How many eighths of cake were eaten?

How will you obtain the answer?

What is It?

The problem stated above asked for a fractional form of the

number. To change mixed number to improper fraction, follow these
steps:

Step 1. Multiply the denominator by the whole number.

3
3
8
x

That is 24.

Step 2. Add the numerator to the product.

+
3 3
x 8

That is 24 + 3 = 27

Step 3. Write the sum as the numerator over the same denominator.

That is: .

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 What’s More

Direction: Color each pair of gloves showing a mixed number and an

improper fraction of the same value with the same color.

1
1

What I Have Learned

Direction: Fill-in the blanks with the correct word. Choose your answer
from the words inside the box below.

To express mixed numbers to improper fraction: First, multiply

the denominator by the _______(1). Then, add the _______(2) to the
product. Lastly, write the sum as the numerator over the same
__________(3).
denominator numerator
whole number

What I Can Do

Direction: Change the following mixed number to improper fraction.

Show your solution.

1. 8 2. 15 3. 3

4. 2 5. 3

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 Post Assessment

A. Direction: Encircle the letter of the correct answer.

1. Which of the following illustrates

a.

b.

c.

d.
2. Express 3 as improper fraction.
a. b. c. d.

3. What is the missing number: 3 = 4

a. 12 b. 13 c. 7 d. 4

4. Change to mixed number.

a. 2 b. 9 c. 9 d. 2

5. Fill in the box with the correct number. 27 = 3

8 8
a. 1 b.2 c.3 d. 9

6. Which figure expresses 1 ?

a. b.

c. d.

7. Change 3 to improper fraction.

a. b. c. d.

8. Which of the following is equal to 4 ?

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 a. b. c. d.

9. Change to mixed number.

a. 2 b. 9 c. 3 d. 5

10. How many fifths are there in 8 ?

a. 44 b. 34 c. 24 d. 14

Additional Activities

What is see each side by side you are inside?

To solve the puzzle, encircle the fraction that is equivalent to the ones
at the left. Write the letters of the encircled answers in proper order in
the boxes below.

8
C H A R T

4
A H O L D

U R B A N
1 2 3 4 5
R E U B S
7 7 8 8 9
5
S L A C K

2 E
B A C H

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 Answer Key

What I Know
1. b
2. b
3. b
4. a
5. d
6. b
7. d
8. b
9. a
10. b

What’s More
1. 11/7
2. 19/4
3. 1 4/7
4. 3 4/9
5. 2 5/6

What I can do
1. 3 ½
2. 2 4/5
3. 2 5/7
4. 3 1/9
5. 7 7/10

What I have learned

1.denominator
2. quotient
3. numerator

Lesson 2 What’s more

1. 6 1/3 and 19/3
2.1 ¼ and 5/4
3. 18
4.
5.
 What I can do
1. 57/7
2. 31/2
3. 35/11
4. 17/6
5. 31/9

What I have learned

1. whole number
2. numerator
3. denominator

Additional Activities
CHURCH

Post Test
1. d
2. c
3. b
4. a
5. c
6. d
7. b
8. a
9. c
10. a

Reference:

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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 Learner’s Material. Lexicon Press, Inc.

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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