School: Panabo Central Elementary School Grade level: Grade 4

SPED Center
Teacher: Jay-ar B. Marañon Learning Area: Mathematics
Teaching Date: March 03, 2025 Quarter: Fourth
Section: Grade 4 Mt. Mayon Time: 8:15 – 9:00 AM
Content Standards: Decimal numbers and their relationship to fractions.

Performance Standards: Represent, compare, order, and round decimal numbers.

Learning Competency: Represent decimal numbers using models and manipulatives to show
the relationship to fractions
Integration: SDG 4 (Quality Education) Educational Resources
I. Objectives
Cognitive: At the end of the lesson, the students will be able to:

• Represent decimal numbers using models and manipulatives

to show their relationship to fractions.
Psychomotor: • Actively participate in hands-on activities involving decimal
models and manipulatives.
Affective: • Demonstrate a positive attitude towards learning mathematics
through cooperation and engagement in activities.

Topic: Represent decimal numbers using models and manipulatives

Explicitation
Reference/s: Lesson Exemplar for Mathematics Grade 4 Quarter 4: Lesson 4
(Week 4)
Materials: Laptop, Visual Aid, Scotch Tape, and Manila paper
III. Procedures
Teacher’s Activity Students Expected Remarks/
Response Annotation of
cited indicator
A. Preparatory Activity
Prayer ( 3 minutes)

The students will be given 1 minute for their personal

prayer.

Greetings
Good morning, class! “Good morning , Sir”

Checking of attendance
The teacher will ask the group leaders to list down the
absentees (The Student will write
the absentees on a
¼ sheet of paper)
Classroom Rules

J - Just listen when the teacher is discussing. No

talking, no walking around, and no cellphones.
A - Always participate.
Y - Yes to respect.
A - Ask nicely.
R - Raise your hand and stand up properly.
Motivation ( 3 minutes )

Are you ready for our next lesson, class? Yes! Sir jay ar!

That’s good to hear class , but before we that lets have

first a game called DECIMAL HUNT , are you ready? Yes sir jay-ar!

A game called "Decimal Hunt." Scatter decimal cards

(e.g., 0.3, 0.7, 0.5) around the classroom. Students will
find a card and pair up with a classmate who has the
equivalent fraction (e.g., 3/10, 7/10, 5/10). The students started to
The first 5 pairs to correctly present their matching look for their pairs.
decimal and fraction cards to me will receive 5 points.

0.3 3/10 (Exact answers)

0.3 3/10
0.7 7/10 0.7 7/10
0.5 5/10
0.5 5/10 0.6 6/10
0.2 2/10
0.6 6/10

0.2 2/10

Did you enjoy our game? Yes sir jay ar!

Class, based on our game, what do you think our I think sir its all about
lesson today? decimal and fraction.

Let's find out what our lesson today. But before that,
let's review our previous lesson.
Review of the past lessons ( 2 minutes )

Anyone who can share what our past lesson? Number sentence sir
jay ar

That’s good last lesson we tackled about number

sentence and today we will tackled new lesson about
Represent decimal numbers using models and
manipulatives explicitation.

So our learning objectives are

Stating of Objectives
The teacher will present the objectives and let the
students read them.

• Represent decimal numbers using models and

manipulatives to show their relationship to
fractions.

• Actively participate in hands-on activities

involving decimal models and manipulatives.

• Demonstrate a positive attitude towards learning

mathematics through cooperation and
engagement in activities.

B. Development of the Lesson:

A1. Activity Connect Me (5 minutes)

The teacher Divide the class into small groups. Each

group will receive an envelope containing cut-out pieces
of paper with fractions and their equivalent decimals.
Students will work together to connect the fractions in
the first column with the correct decimals in the second
column. The first group to arrange all pairs correctly and
submit their completed sheet will receive 5 points.

FRACTION DECIMAL

COLUMN A COLUMN B
Answers:
1. 0.8
1. 8/10 • 0.3 2. 0.9
3. 0.3
2. 9/10 • 0.5 4. 0.5
5. 0.2
• 0.2

• 0.9

• 0.8
5. 20/100
A2. Analysis (5 minutes)
The Teacher will ask the following questions:
1.What did you observe when you matched the decimal We observe sir that
with the fraction? fraction can be a
decimal.

2.How do decimals and fractions relate to each other? They are relate……

A3. Abstraction ( 15 minutes)

After analysis the teacher will now discuss where is

decimal came from…

The word decimal comes from the Latin word decimus,

meaning tenth. It is from the root word decem, meaning
ten. Decimal is a fraction written in a special form where
each digit represents a different power of 10. Decimal
Number is a number that has a decimal point followed
by digits that show a value smaller than one.

Where are decimal numbers commonly encountered? General weight

average sir
Body Temperature
Height

After asking that question the teacher will proceed to

discuss how to convert fractions into decimals:

By Division Method: Explain that a fraction is simply a

division problem. The numerator (top number) is divided
by the denominator (bottom number).

Example: ¾ = 3÷4 = 0.75

Another example 20/100 = 20 ÷ 100 = 0.2 it can read

as two tenths

Using Models: Show visual models or fraction strips to

demonstrate the equivalent decimal value.

3/10 = 3÷10 =
0.3 it can read
as three tenths

Models ( Grid
papers 100’s)
8/100 = 8 ÷ 100 = 0.08 it can read as “eight
hundredths”

Base-10 blocks can be used in lessons on whole

numbers and decimals. For whole numbers, cube
represents thousands, flat represents hundreds, rod
represents tens, and unit represents ones. However, for
decimals, cube represents tens, flat represents ones,
rod represents tenths, and unit represents hundredths

Example
A4. Application ( 5 minutes )

The teacher group the students into two groups , each

group will answer the 2 given scenario and after that
each group will choose representative to present their
answer.

Directions: Read and analyze each scenario after that

answer the questions. Show your solution.

Scenario 1: The Lemonade Stand

Scenario: Maria and her friends set up a lemonade

stand. They made 1 liter of lemonade and poured it into
4 equal cups to sell. Maria sold 1 cup of lemonade to a
customer.

Q1. What fraction of the lemonade did Maria sell? Answer Q1. ¼

Q2. If 1/4 is converted into a decimal, what would it be? Answer Q2. 0.25

Scenario 2: The Pizza Party

Scenario: Carlo's family ordered a pizza that was cut

into 8 slices. He ate 1 slices during lunch.

Q1. What fraction of the pizza did Carlo eat? Answer Q1. 1/8

Q2. If 1/8 is converted into a decimal, what would it be? Answer Q2. 0.125

IV. Evaluation
Formative Assessment ( 5 minutes )
Directions: Choose the correct answer.

What is the decimal form of 1/4?

0.25 B. 0.4 C. 0.5 D. 0.75

Which fraction is equivalent to 0.6?

3/5 B. 1/2 C. 2/5 D. 4/5

What is the decimal form of 1/2?

0.5 B. 0.25 C. 0.75 D. 0.2

What fraction is represented by 0.2?

1/5 B. 1/4 C. 1/2 D. 1/10

5. Which of the following is equal to 0.75?

A. 3/4 B. 2/3 C. ½ D. 1/4
 Answer keys:

1. A. 0.25
2. A. 3/5
3. A. 0.5
4. A. 1/5
5. A. 3/4

V. Assignment
( 2 minutes )
Direction: Research and provide one real-life example where decimals and fractions are used.
Write a short explanation on how the decimal or fraction is applied in that situation.

Prepared by: : Jay-ar B. Marañon

Pre-Service Teacher

Checked by : Darex A. Nucal

Cooperating Teacher