MATATAG Kto10 School: Grade Level: 4

Kurikulum Teacher’s Name: DepEd Click Learning Area: MATH

Lingguhang Aralin Date: NOVEMBER 18-22, 2024 Quarter & Week: Q2 / WEEK 8

MATHEMATICS / QUARTER 2 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
Addition and subtraction of similar fractions, including mixed numbers.
Standards

B. Performance
Perform addition and subtraction of similar fractions, including mixed numbers.
Standards

C. Learning Learning Competency

Competencies 1. Determine similar and dissimilar fractions
and Objectives 2. Add and subtract similar fractions two proper fractions, two mixed numbers, a mixed number and a proper
fraction, a whole number and a proper fraction, and a whole number and a mixed number.

C. Content Addition and Subtraction of Similar Fractions

a. Addition and Subtraction of two proper fractions
b. Addition and Subtraction of two mixed numbers
c. Addition and Subtraction of a mixed number and a proper fraction
d. Addition and Subtraction of a whole number and a proper fraction
e. Addition and Subtraction of a whole number and a mixed number

D. Integration Values of sharing, fairness and building friendship.

II. LEARNING RESOURCES

Jalon, H. F. et. al. (2019). Phoenix Math for the 21st Century Learners. Phoenix Publishing House, Inc., Quezon City
Misa, E. L. (2019). The World of Mathematics and Beyond. Brilliant Creations Publishing, Inc., Quezon City
Yn, G. U. (2017). Our World of Math. Vibal Group, Inc., Quezon City

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review The learners will write their
Write the fraction for the shaded part of each figure. answers on the board.
The teacher may ask the
Set A Set B following:
a) What have you observed
on the fractions on Set A
and Set B?
(Learners noticed that the
sets of fractions on Sets A
and B have the same
denominator)
b) How about on the fractions
on Set C and Set D?
Set C (Learners noticed that the
sets of fractions on Sets C
and D have different
denominators)
Set D

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Fractions on Sets A and B have the same denominator. In Set A the common Teacher may ask questions
denominator is 5, while in Set B the common denominator is 7. Fractions on about valuing similarities and
Sets C and D contain different denominators. It is important to know how to differences in characteristics
determine sets of fractions with the same denominator and different among friends.
denominators.
Lead the learners to the lesson topic,

3
 2. Unlocking Content Area Vocabulary
Similar fractions are fractions with similar or the same denominators.
Dissimilar fractions are fractions with dissimilar or different denominators.

C. Developing and SUB-TOPIC 1: Addition and Subtraction of two proper/improper fractions that
Deepening are similar
Understanding 1. Explicitation
Opener: Angel, a Grade 4 student, completed 2 of her assigned tasks on a long
5
For Sub-Topic 1:
1 The teacher may give more
5
weekend. She continued the following day and completed of the tasks. How
examples when needed.
much of the assigned tasks did Angel accomplish? How much of the assigned
tasks were not accomplished? The concept of addition and
subtraction (Sub-Topic 1) can
The teacher may I ask the learner on how the problem may be solved? Then lead also be develop using a number
the learners to the lesson topic: Addition/subtraction of similar fractions line.

2. Worked Example
Example 1: Find the sum of 2 + 1
5 5
Ask the learners to use discs to represent the completed tasks of Angel.

Ask the learners to construct the diagram (disc) representing the total completed
tasks by Angel.

2 1 3
5 + 5 = 5
3
5
So, of the assigned tasks was accomplished by Angel.

Rule: To add proper fractions that similar, add the numerators then use the
common denominator.

4
 Then, to find how much of the assigned tasks were not accomplished by Angel,
we will use subtraction.
3
Example 2: Subtract 5 −
5 5
The whole task can be represented by the fraction 5. Since 3
5 5
was the total
accomplished tasks by Angel, we subtract 3 from 5. This can be explained by the
5 5
diagram below.
To develop the concept involve here, the “take away” concept of subtraction may
be used thru number line.
5
5 3
5
𝟐
𝟓

− 𝟓 =𝟓
𝟓 𝟑 𝟐
𝟓
3
from 5 “
5 5
“take away
So, 2 of the assigned tasks were NOT accomplished by Angel.
5

Ask the learners to make conclusion on getting the difference of the given
fractions. Bring the learners to the rule below.
Rule: To subtract proper/improper fractions that are similar, subtract the
numerators and use the same denominator.

3. Lesson Activity
4 4
1. 1 + 2. 7 −
A. Use a diagram to represent the sum or difference of the following fractions
8 8 10 10
Lesson Activity (Sub-Topic 1)
B. Perform the indicated operation. B. Answers:
1 6 75 42
10 + 10 200 +200
1. 7/10 6. 117/200
1. 6. 2. 17/21 7. 44/85
11 6 56 12
+21 −85
3. 2/19 8. 9/10
2. 21 7. 85 4. 6/13 9. 2/45

5
 2 4 1 5 1
4
− 8. ( + ) +( − )
19 19 10 10 10 10
3. 5. 3/100 10. 0

6
 3 5 2 4 1
9
− 9. ( + )−( + )
13 13 45 45 45 45
4.
44 8 3 9 4
47
− 10. ( − ) − ( − )
100 100 19 19 19 19
5.

DAY 2
SUB-TOPIC 2: Addition and Subtraction of two mixed numbers that Similar
1. Explicitation
Opener: Rosell bought 5 3 kg of grapes. He gave 1 1 kg to his cousin Nat and 2 1 For Sub-Topic 2:
4 4 4
Number line may also be used as
kg to his grandmother. How much kg of grapes did he give to his cousin and
models in adding similar mixed
grandmother? How much grapes were left to Rosell?
numbers.
Ask the learners to identify the type of fractions involve in the problem. Then
The teacher may give other
lead the learner to the lesson topic.
examples when needed.

2. Worked Example
Example 1: How much kg of grapes did he give to his cousin and grandmother?
Learners are actually asked to find the sum of 1 1 and 2 1. Guide the learners
4 4
in solving the problem using models then to the use of symbols.

1 2 1
1
+ 2 = 3 or 3
4 4 4 2
1
So, 3 2 or 3 1 kilograms of grapes were given to her cousin and grandparent.
4 2

Rule: To add mixed numbers that are similar, add the whole numbers then add
the numerators and use the common denominator.

Example 2: How much grapes were left to Rosell?

Learners are asked to find the difference between 5 3 and 3 2. Guide the learners
4 4
in solving the problem using a number line then to symbols.

7
8
 2 1
3
− 3 = 2
4 4 4
5

So, 2 1 kilograms of grapes were left to Rossel.

4

Rule: To add mixed numbers that are similar, add the whole numbers then add
the numerators and use the common denominator.
8 3
5 + 4
15 15
Example 3: =?
= (5 + 4 ) (
8 3 8 3 11
Solution: 5 +4 + )=9
15 15 15 15 15
Example 4 involves regrouping;
1 3
7 − 5
modeling may be used if learners
8 8
Example 4: =?
9 3 𝟑
Solution: 6 −5 = 𝟏
find it difficult to understand the
8 8 𝟒
process.
You cannot subtract 3 from 1. Regroup 1 from 7 and express it as 8
8 8 8 Teacher may give more example
as needed. The teacher may use
3. Lesson Activity board work or group work in
7 8 6 2
A. Find the missing fractions.
1. 6 = 8 3. 12 = 9
answering problems in lesson
activity.
12 12 11 11
+ -

3 1 7 10
9 2 + 8 = 15
Lesson Activity A (Sub-Topic 2)
Answers:
5 5 13 13
2. - = 4.
1. 2 1/12
2. 11 4/5
2 3 3 2
1. Subtract 3 from 5 . 2. Find the sum of 8 and 7 .
B. Solve the following. 3. 3 4/11

5 5 9 9
4. 7 3/13

Lesson activity B Answers:

1. 2 1/5
2. 15 5/9
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DAY 3
SUB-TOPIC 3: Addition and Subtraction of a mixed number and a proper
fraction that are similar
1. Explicitation For Sub-Topic 3:
To make the learners engaged, the teacher will use “Math Storytelling” in The teacher may choose any of
introducing the lesson. the following options:
In a faraway land, there lived a beautiful and intelligent lady named Cinderell- ● Ask a learner to read the
X. She loved doing puzzles and math problems since she was young. While growing story with clarity and
up, she hid this exceptional ability from her stepmother and stepsisters. One day, a emphasis.
man from the palace came to bring an invitation to the Grand Fraction Ball ● The teacher will read the
organized by the Crown Prince, Decimalus, also known for being a math wizard. story imitating the voice
For Cinderell- X to participate in the ball, her fairy godmother transformed her into behind Disney movies
a beautiful lady. Hence, during the ball, she made a grand entrance.
● The teacher will play a
While walking in the hallway, she encountered a fraction word problem on the
wall: "If 3 1/4 yards and 2/4 yards of cloths are used to make a cape, how many simple video regarding the
yards are needed to make a cape?" With confidence, Cinderell-X answered the story
problem with ease. ● Use of AI voice over as a
Decimalus saw her and was impressed. She walked again and saw the 2nd narrator
word problem, If you owned 9 7/8 hectares of land and decided to donate 6/8
hectares, how many hectares were left?" Again, she solved the problem quickly. As Through this questioning
she continued to solve word problems, Decimalus could not help but fall in love technique, the learners will have
with her. So, they danced, laughed, and solved word problems together while an idea of what their lesson is
enjoying their magical moment. about.
However, Cinderell-X had to leave before midnight, so she dashed and left her
● Kind – mixed and proper
glass shoe. The next day, Decimalus used his math skills to find the perfect glass
shoe fit. The shoe fit perfectly with Cinderell-X’s foot. ● Similar fractions
….and they live happily ever after while solving fraction word problems ● Operations – addition and
together. subtraction
THE END
Virtual manipulatives may also
The teacher will process this story by asking these questions: be utilized. See the link below for
1. What was the 1st word problem solved by Cinderell-X? reference:
2. What kind of fractions were given in the problem? https://toytheater.com/fraction-
3. What have you noticed with their denominators? strips/
4. If you were Cinderell-X, what operation are you going to use?
5. What do you think was Cinderell-X’s answer to the 1st problem?
Who would like to be Cinderell-X and show the solution on the board?

The teacher will guide the learners model the answer using fraction strips.

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2. Worked Example
From the story: "If 3 1/4 yards and 2/4 yards of cloths are used to make a cape,
how many yards are needed to make a cape?
1 2
Example 1: 3 + =
4 4
Solution:

So, 3
3

4
yards of cloth are needed to
make a cape.

For the 2nd problem. A learner may be guide to work on it on the board. The
teacher will use the same questioning technique as the 1st word problem.
7 6 1
Example 2: 9 − = 9
8 8 8
(use number line in demonstrating the answer to the problem)

Based on these examples, how do you add or subtract a mixed number and a
proper fraction with the same denominators? (Without regrouping)
1. Copy the whole number.
2. Add or subtract the numerators of both fractions.
3. Copy the common denominator.

Examples here involve regrouping.

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12
 5 2 7
Method 1: Using the mixed number form 2 + =2
7 6 61 6
𝑠𝑖𝑛𝑐𝑒 𝑐𝑎𝑛 𝑏𝑒 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑖𝑛𝑡𝑜 1 , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒,
6 1 6
2+1 =3 1
6 6

Method 2: Changing mixed number into improper fraction

5 2 29 2 31 1
2 6+ 6= 6 +6 =6 or 36

For method 2, to add a mixed number and a proper fraction with regrouping,
1. Convert the given mixed number into an improper fraction.
2. Add the numerators.
3. Copy the common denominator.
1 2
Example 5: 5 − =
3 3
(Use number line to model this problem. Refer to subtopic 1 for your guide)

2 1
𝑠𝑖𝑛𝑐𝑒 𝑐𝑎𝑛𝑛𝑜𝑡 𝑏𝑒 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡𝑒𝑑 𝑟𝑖𝑔ℎ𝑡 𝑎𝑤𝑎𝑦 𝑓𝑟𝑜𝑚 , 5 𝑚𝑢𝑠𝑡 𝑏𝑒
Method 1: Using the mixed number form
3
𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑖𝑛𝑡𝑜 4 , ℎ𝑒𝑛𝑐𝑒,
3 1 𝟑 1 3 4 3
5 =𝟒 + =4
1 32 𝟑 43 2 3 𝟐
5 − =4 − =𝟒
3 3 3 3 𝟑

Method 2: Changing mixed number into improper fraction

1 2 16 2 14 2
5 −
3 3= 3− 3 = 3 𝑜𝑟 34

How do you subtract a proper fraction from a mixed number with regrouping?
1. Convert the given mixed number into either an improper fraction or a mixed
number whose fractional part is an improper fraction.
2. Subtract the numerators.
3. Copy the common denominator.

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3. Lesson Activity The Lesson Activity can either be
3
1) 14 + 11 =
2 6
6) + 2 = 2
Perform the indicated operation. Show the necessary solutions. individual activity or group
17 4 17
activity.
7 7 75 7
1
+2 = 7) 9 − =
6 15 6 3 95 97
2)
3) 5 − = 8) 3 − =
Answers to the Lesson Activity
18 18 812 8 9
(Sub-Topic 3):
9) 4 − =
6 13
4) 1 + =1 5 2
2) 2 7) 9
1) 12 6)4
25 25 25 18 18
1 7
5) 7 + =
10
+2 =2
612 9 6
3) 5 𝑜𝑟 2
7
22
8 8 20 20 20
10)
18 8 8
8)
9) 4 3
18
4) 7
DAY 4
SUB-TOPIC4: Addition and Subtraction of a whole number and a proper 5) 8. 10) 3
fraction
1. Explicitation The teacher will ask some
Recall the topic discussed on the previous days. Ask students what are the volunteers to show the solutions
different methods in adding and subtracting fractions. on board.

2. Worked Example
Example 1: 1 + 5 = In this part, the teacher may
8 consider the following options:
● Use of actual fraction discs
or fraction strips
● Use of pictures showing
fractional parts
● Use of virtual
manipulatives/games
5
7
Example 2: 3 - = Below are the suggested links for
(Use number to demonstrate or model the problem ) reference:
● https://www.abcya.com/ga
Example 3: 3 + 3 =
7
mes/virtual-manipulatives
3 24
3
=3 𝑜𝑟
● https://toytheater.com/fract
7 7 7
Solution: 3 +
ion-bars/
● https://toytheater.com/fract
3
7
Example 4: 3- ion-circles/
7 3 4
3
= 2 – = 2
7 7 7 7
Solution: 3-

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3. Lesson Activity For the MATHatag Quiz Bee, the
To make the activity more engaging, the teacher will hold the “MATHatag Quiz learners will be grouped into five
groups to make the activity more
1 3 4
1) 5 − = − =4
Bee”.
engaging. Their seats will be
6)
4 2
+ =6 7) 2 − =
arranged in circular formation.
4
2) Each group will have a whiteboard
3
8
+ 20 = + 17 = 17
and a marker where they can write
3) 8)
5
9) 1 − =
4
+2=2
their answers. If learners do not
have whiteboards and markers, they
8 8 30
4)
4 13
5) 8 − = 10) 10 − =
can use bond papers and pens.
6 15 The teacher will use a timer. The
group who got the most correct
DAY 5 answers will be the winner.
SUB-TOPIC 5: Addition and Subtraction of a whole number and a mixed
number Answers for the Lesson
3
4): 1
1) 4 6) 4
1. Explicitation Activity (Sub-Topic
4 73
2) 6 7) 1
“Draw Me”
5
Ask the learners to draw diagram (maybe discs, strip, or number line)
1
representing the fraction: 3 4 3) 20
8
8) 3
1
Then ask the learners to add 2 whole discs (if disc was used) to 3 . 14 9
4 4) 4 9) 25
2 30 2
5) 7 10) 9
Finally, ask the learner to draw a separate diagram representing all the diagrams
used. Then bring the learners to the new lesson topic. 6 15

2. Worked Example Volunteers will be called to

The teacher will guide the learners in getting the correct answers from the show their illustrations on the
given illustrations. Each correct answer will be placed in a table showing board. The teacher will use
methods 1 and 2. these illustrations in processing
Method 1 Method 2 the worked examples.
Given
1 2 3 5 1 1 1
(Use of Improper Fraction form) (Use of Mixed Number form)
1) 1 + 1 = + = 𝑜𝑟 2 1+1 =2
2 2 2 2 2 2 2
The teacher may use a table to

1 5 8 13 1 1 1
organize the possible
2) 1 + 2 = + = 𝑜𝑟 3 1 +2=3
4 4 4 4 4 4 4
solutions for each example.

1 7 3 4 1 1 1
3) 2 − 1 = − = 𝑜𝑟 1 2 −1=1
3 3 3 3 3 3 3
Since the pupils can already add
3 3 12 11 1 3 4 3 1
and subtract fractions with
4) 3 − 2 = 3−2 = − = 3−2 =2 −2 =
4 4 4 4 4 4 4 4 4
regrouping, as discussed in the
previous lesson, the teacher may

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3. Lesson Activity do some review/recall. This will
To make this activity more engaging, the learners will play the “Fraction Relay”. help the pupils better
Set A Set B comprehend the next lesson.
5 3
1) 15 − 15 = 1) 1 − =
15 16
The learners will be grouped
7
2) 6 − 4 =
5 11
−3 =4
into five groups. Members of
10 16 16
2) each group will be seated in a
3 2 2
3) 8 +5= 3) 4 + =6
single line. Each learner will be
11 5 5
1 7 7
4) 17 +3= +3 =7
provided a sheet of paper
containing the math problem
12 9 9
4)
12 6
5) 6 − 5 = 5) 12 − 8 =
he/she needs to answer. The 1st
in the line will begin answering
21 24 the 1st question. Subsequently,
this learner will pass his/her
paper to the one seated behind
him/her. This process will
continue until the last learner
per group receives the papers,
including his/her answer. The
group with the greatest number
of correct items will be the
winner. In the event of a tie, the
fastest group among the highest
pointers will be the winner.

For Sub Topic 5:

Worked Example
Examples 1 - 4: (Method 1)
- Change both the whole
number and the mixed
number to improper
fractions
- Subtract the numerators.
- Copy the common
denominator

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 Examples 1 – 3: (Method 2)
Simply add or subtract the whole
numbers and copy the proper
fraction.

Example 4: (Method 2)
- Change the whole number to
a mixed number whose
fractional part is an
improper fraction.
- Subtract the whole numbers.
- Subtract the numerators
- Copy the
common
denominators

Answers for the Lesson

Activity (Sub Topic 5):
SET A SET B
1) 5 6) 13
15 3 16
13
𝑜𝑟 1
10 15
2) 7) 8
3
3) 13
11
8) 2
1
4) 20
12
9) 4
9
10) 318
21 24
5)

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D. Making 1. Learners’ Takeaways
Generalizations The teacher will guide the learners in accomplishing this table.

What I’ve Concepts that are Concepts I

Key Ideas/Concepts Learned from the Somewhat Totally Don’t
Discussion Confusing Understand
Addition and Subtraction of
two proper fractions
Addition and Subtraction of
two mixed numbers
Addition and Subtraction of a
mixed number and a proper
fraction

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 Addition and Subtraction of a
whole number and a proper
fraction
Addition and Subtraction of a
whole number and a mixed
number

2. Reflection on Learning
The learners will complete the following statements:
“I realized that adding and subtracting fractions of different kinds offers a lot of
opportunities to ”.

“My most favorite part of the lesson is because

”.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

4 10
1. 18 − 6. 12 − 7
Learning Perform the indicated operation.
21 21
5 22
8
+ 3
+ 16
146 14 9 3
2. 7.
1 2
3. 3 −1 8. 2 −
73 7 2 712 7 2
4. 3 +4 9. 6 +
5 5 14 14
4 3 1 1 1
5. 3 +4 10. (2 + 5 ) − (2 +2 )
17 5 5 5 5

2. Homework (Optional)

B. Teacher’s Note observations on any of The teacher may take note of

Effective Practices Problems Encountered
Remarks the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
materials used

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 learner engagement/ used, learner engagement, and
interaction other related stuff.

others Teachers may also suggest ways

to improve the different activities
explored/lesson exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
▪ students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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