Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
Santa Ignacia south district
Sta. Ines east elementary school
Santa Ignacia, Tarlac

Title: DZTC Project SHINE: Aral TarlakHenyo

Learning Area:Mathematics Grade 4
Topic: Visualizing Decimal Numbers Using Models like Blocks, Grids, Number Lines and
Money to Show the Relationship to Fractions
Episode: Lesson 13 (Second Quarter, Week 7, February 15, 2021)
Format: DZTC-on-the-Air
Length: 25 Minutes
Scriptwriter: Analiza S. Lopez
Presenter: Analiza S. Lopez
Objective: At the end of the lesson the students shall be able to:
1. visualize decimal numbers using models like blocks, grids, number lines and
money to show the relationship to fractions.
__________________________________________________________________________________
CAM
STATUS
SLIDE NO. SCRIPT
1 BIZ: MSC UP AND UNDER
2 Good Morning! Welcome to Aral TarlakHenyo here on RTV Tarlac Channel 26.
3 Simulcast over DZTC Radyo Pilipino Tarlac. I am ANALIZA S. LOPEZ, your
4 teacher broadcaster for Mathematics Grade Four. Get ready to listen and try to be
5 focused and be at your best. Today, is the seventh week of the Second Quarter and in
6 today’s lesson, we will be discussing Lesson 13 which is all about Visualizing
ON CAM
7 Decimal Numbers Using Models and you are expected to visualize decimal numbers
8 using models like blocks, grids, number lines and money to show the relationship to
9 fractions. Let us walk through our lesson for today. Are you ready now to be with me
10 on the next twenty – five minutes? Ok then, go and get your compendium of notes,
11 worksheets and prepare your pen or pencil, your notebook or paper, ruler and crayons
12 you have and walk with me on
INSERT 13 Visualizing Decimal Numbers Using Models like Blocks, Grids, Number Lines and
SLIDE 1
14 Money to Show the Relationship to Fractions. I will give you 10 seconds to prepare.
OFF CAM
15 SFX 10 SEC
16 Are you all set?
INSERT 17 In the previous lesson taken up with Ma’am Camille Dela Rosa, you have learned
SLIDE 2
OFF CAM 18 solving routine and non – routine problems involving addition and subtraction of
19 fractions using appropriate problem solving strategies and tools.
INSERT 20 Let us recall on solving routine problems
SLIDE 3
OFF CAM 21 How do you solve routine problems?
22 SFX 3 SEC
INSERT 23 You are right, in solving routine problems, we immediately translate the problem in
OFF CAM SLIDE 4
24 an equation then,
INSERT
OFF CAM
SLIDE 5
25 there is an immediate solution.
INSERT 26 How about solving non – routine problems?
OFF CAM SLIDE 6
27 Very good memory.
OFF CAM INSERT 28 In solving non – routine problems, we use the 4–step plan. Can you recall it? Come
SLIDE 7
 29 and listen or watch as we go through the steps in solving word problems using the 4-
30 step plan.
INSERT 31 Step 1 is Understand. It means that we have to know first what is being asked and
OFF CAM SLIDE 8
32 what are the given facts in the problem?
INSERT 33 Step 2 is Plan, meaning, that we have to determine what operation to be used and then
OFF CAM SLIDE 9
34 to write the number sentence.
INSERT 35 Step 3 is Solve, wherein we will solve the number sentence to determine our solution.
OFF CAM SLIDE 10
36 In here we need to show our solution and computation.
INSERT 37 And lasty, Step 3, Check and look back. We need to check if our answer is correct or
OFF CAM SLIDE 11
38 if it makes sense.
39 Well done learners, you were able to recall your lessons I guess you answered all
40 Now, let’s get started with our lesson, your activities in your worksheets. Kindly get
ON CAM
41 your Compendium and open it on page 40. Before we start, let me ask you some
42 questions first
INSERT 43 How do we visualize decimal numbers?
OFF CAM SLIDE 12
44 SFX 3 SECS
INSERT 45 What are decimal numbers anyway?
OFF CAM SLIDE 13
46 SFX 3 SECS
INSERT 47 According to Smartick.com, decimal numbers are used to represent numbers that are
OFF CAM SLIDE 14
48 smaller than one unit.
INSERT 49 This is an example of a decimal number. It is read as “6 hundredths”. The dot
SLIDE 15
50 represents the decimal point which divides the decimal number into two parts, the
OFF CAM
51 whole number part located at the left of the decimal point and the decimal part which
52 is at the right of the decimal point.
INSERT 53 Here we have another example of a decimal number. It is read as forty-five and nine
OFF CAM SLIDE 16
54 tenths.
INSERT 55 Now that we know how to recognize decimal numbers, are you ready to learn how to
OFF CAM SLIDE 17
56 visualize them using various models? If you are, then let us start.
INSERT
SLIDE 18 – 57 To visualize decimal numbers, we can use different models like using blocks, using
OFF CAM
21 (Auto 58 grids, using number lines and even using money.
Transition)
59 Okay, let’s show examples in each model. First, I want you to see or visualize
ON CAM
60 decimal numbers using blocks.
INSERT 61 Get your notebook or paper, your ruler and pencil, and draw ten cubes or blocks. If
OFF CAM SLIDE 22
62 you can’t draw blocks or cubes, simply draw ten squares.
INSERT 63 Then cross out seven blocks out of the ten blocks. Again kids, I need you to draw ten
SLIDE 23
OFF CAM 64 cubes or blocks. If you can’t draw blocks or cubes, simply draw squares. Then cross
65 out seven blocks out of the ten blocks.
INSERT 66 So, you will see that from the illustration, there are seven cubes crossed out of ten.
OFF CAM SLIDE 24
67 And this can be written as seven over 10.
INSERT 68 Or the numerator is seven and the denominator is ten. Again, we write the fraction
OFF CAM SLIDE 25
69 form as seven over ten when we read the fraction, we say, seven tenths.
INSERT
OFF CAM
SLIDE 26
70 In decimal form, we will write it as zero point seven or seven tenths.
71 Let’s have another example using blocks Ready kids? Alright, draw ten blocks
72 or ten cubes or squares. Again, draw ten blocks, or cubes or squares. I’ll give you ten
ON CAM 73 seconds to do it.
74 SFX 10 SECS
75 Are you done? Very good.
INSERT 76 Now that you have drawn ten blocks, cubes or squares, cross out five of the blocks,
SLIDE 27
OFF CAM 77 cubes or squares. Again, cross out five of the ten blocks, cubes and squares you have
78 drawn.
OFF CAM INSERT 79 There are five cubes crossed out of ten. What fractional form can we form based on
SLIDE 28
80 the figure or illustration?
 Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
Santa Ignacia south district
Sta. Ines east elementary school
Santa Ignacia, Tarlac

81 SFX 3 SECS
INSERT 82 If your answer is 5 over 10, then you are correct. Very good! Five as our numerator or
SLIDE 29
OFF CAM 83 five blocks being crossed out and ten as our denominator or the total number of
84 blocks or cubes. Hence the fraction form is 5 over 10.
85 Remember, on our first example we have 7 crossed out blocks out of ten. In fraction
86 form this is represented as 7 over 10 while as a decimal number it is written as 7 point
ON CAM 87 10 or 7 tenths. Based on this example, what decimal number represent
88 our second illustration?
89 SFX 3 SECS
INSERT 90 The correct decimal number which represents 5 crossed blocks out of 10 blocks or 5
OFF CAM SLIDE 30
91 over 10, is zero point five or five tenths.
INSERT 92 Again, in our second illustration where we crossed 5 blocks out of ten, the fraction
OFF CAM SLIDE 31
93 form is 5 over 10 while the decimal form is zero point five or five tenths.
94 Did you get it? That is how we visualized decimal numbers using blocks. This time,
ON CAM
95 let’s visualize decimal numbers using number line.
INSERT 96 In your compendium, the number line starts from zero to one. The line is divided into
SLIDE 32
97 ten units with equal distances. It starts from zero, then zero point one or one tenth,
98 next is zero point two or two tenths, (0.2), three tenths or zero point three 0.3, four
OFF CAM
99 tenths or zero point four 0.4, five tenths or zero point five 0.5, six tenths or zero point
100 six 0.6, seven tenths or zero point seven 0.7, eight tenths or zero point eight 0.8, nine
101 tenths or zero point nine 0.9 and lastly one. I hope you were able to follow.
INSERT
OFF CAM
SLIDE 33
102 By using this number line with ten units, you will go from zero to three.
INSERT 103 We will do this by, drawing an arrow from point zero to zero point three. Again, you
OFF CAM SLIDE 34
104 will draw an arrow from zero to three or zero point three.
INSERT 105 This illustration now can be written in fraction form as three over ten, three as the
OFF CAM SLIDE 35
106 numerator and ten as the denominator.
INSERT
OFF CAM
SLIDE 36
107 In decimal form, we have zero point three and we read it as three tenths.
INSERT 108 Again, the fraction that represents the movement that we did in our number line
SLIDE 37
OFF CAM 109 where we go from zero to zero point three, is 3 over 10 while the decimal form
110 is zero point three or three tenths.
111 To further understand how to visualize decimal numbers using number lines we will
ON CAM
112 have another example.
INSERT 113 Draw another number line like the one that we did from our first example. Make sure
SLIDE 38
OFF CAM 114 to divide it into ten units of equal distance and number each unit from zero point one
115 to zero point nine.
INSERT 116 After this, draw an arrow from zero going to zero point six. Again, draw an arrow
SLIDE 39
OFF CAM 117 starting at zero the going to zero point six. Can you tell me it’s fractional form?
118 SFX 3 SEC
INSERT 119 Correct, the fraction form which represents the movement of the arrow from zero to
SLIDE 40
120 zero point six is 6 over 10. The numerator is 6 and the denominator is ten. Can you
OFF CAM
121 identify what decimal number represents this illustration?
122 SFX 3 SEC
INSERT 123 Very good! The decimal form which represents our illustration is zero point ten or six
OFF CAM SLIDE 41
124 tenths.
 125 That is how we visualize decimal numbers using number line. Now, Let’s move to
ON CAM 126 the next presentation of decimal numbers, using money. Do you have a one-peso
coin? If you do not have, I will give you ten seconds to look for one. Go!
INSERT 127 SFX 10 SEC
SLIDE 42
OFF CAM 128 I hope you have found a one-peso coin. For those of you who did, did you easily find
them? Why?
129 Alistair sent a comment on our livestreaming saying that she easily found a one-peso
130 coin because she had it on her purse and was saving it along with her excess
131 allowance. Wow, that is very nice! Thank you, Alistair and good job for being thrifty.
ON CAM
132 Remember kids that it is good to save money so that when we need some, we will
133 have something we can use. Be thrifty, save some money, and remember the saying
134 “Kung may isinusok, may madudukot”.
INSERT
OFF CAM
SLIDE 43
135 Remember that 1 peso is equivalent to 100 centavos.
INSERT 136 What if you have five centavos, how do we write it in fractional form? To do that we
SLIDE 44
OFF CAM 137 write the fractional form as five over one hundred. How about in decimal form, how
138 are we going to write it?
INSERT 139 We write 5-centavo in decimal form as zero point zero five. You heard it right kids,
SLIDE 45
140 its zero decimal point is zero point zero five because our denominator is one hundred
OFF CAM
141 so in decimal form its hundredths. W also read this as five hundredths. A five centavo
therefore is equal to five hundredths peso.
INSERT 142 Again, we write 5-centavo in fraction form as 5 over 100 and in the decimal form as
OFF CAM SLIDE 46
143 zero point zero five or five hundredths.
ON CAM 144 Let’s try another example on visualizing decimal numbers using money
INSERT 145 Let’s say you have a twenty–five centavos. Remember that 1 peso is equal to 100
SLIDE 47
146 centavo. How are we going to write it in the fraction form? I will give you five
OFF CAM
147 seconds to answer.
148 SFX 5 SEC
INSERT 149 If your answer is 25 over 100, then you are correct. The numerator is 25 while the
SLIDE 48
150 denominator is 100. Next, how do we 25-centavo into its decimal form? I will give
OFF CAM
151 you another 5 seconds.
152 SFX 5 SEC
INSERT 153 Correct, we write 25-centavo in decimal as zero point two five. Since the
SLIDE 49
OFF CAM 154 denominator is of the fraction form of 25-centavo is 100, its decimal form zero point
155 two five can also be read as twenty-five hundredths.
INSERT 156 So, 25-centavo can also be written in fraction form as 25 over 100 and in the decimal
OFF CAM SLIDE 50
157 form as zero point two five or 25 hundredths.
ON CAM 158 Are you getting along kids? I believe you are! Let’s move to our next examples.
INSERT
OFF CAM
SLIDE 51
159 This time, let us visualize decimal numbers using grid.
INSERT 160 Open your compendium on page 40 and look at the rectangle. What can you observe?
SLIDE 52
161 SFX 3 SEC
OFF CAM
162 Correct! The rectangle is divided into ten equal squares. What else? Correct! Six of
163 the squares are shaded.
INSERT 164 The rectangle is divided into ten squares and six out of the ten squares are shaded.
OFF CAM SLIDE 53
165 How do we write this in the fraction form?
INSERT 166 Yes. The illustration can be written in the fractional form as 6 over 10. Six as the
SLIDE 54
167 numerator since there are six shaded part and ten as the denominator. The
OFF CAM
168 denominator tells us the total number of squares. How can we write the illustration in
169 the decimal form?
INSERT
OFF CAM
SLIDE 55
170 In decimal form, we write it as zero point six or six tenths.
INSERT 171 Again, the fractional form is six over ten and the decimal number is zero, point six or
OFF CAM SLIDE 56
172 6 tenths. For you to further understand this we will have a short activity.
 Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
Santa Ignacia south district
Sta. Ines east elementary school
Santa Ignacia, Tarlac

173 Let’s explore more examples on using grids. This time you will need your pen, paper
174 or notebook and crayons if available. Listen attentively and do what I say, are you
175 ready? I want you to draw a rectangle and divide it into ten equal parts. It’s up to you
ON CAM 176 if you divide it horizontally or vertically. Again, I want you to draw a rectangle and
177 divide it into ten equal parts either horizontally or vertically will do. I will give you
178 again 10 seconds to do it
179 SFX 10 SEC
INSERT 180 Time is up. I hope that you are done with your drawing. Then out of that ten equal
SLIDE 57
181 parts, shade or color seven parts. You can use any color you want. I repeat, shade or
OFF CAM 182 color seven parts. Again, I will give you another 10 seconds to do it.
183 SFX 10 SEC
184 Time is up.
INSERT 185 Look at the illustration and look at what you have done. You will see that we have
OFF CAM SLIDE 58
186 shaded seven parts out of ten. How will you write that in fraction form?
INSERT 187 Amazing, seven over ten. Seven as the numerator and ten as the denominator. How
OFF CAM SLIDE 59
188 about the decimal form?
INSERT
OFF CAM
SLIDE 60
189 You are right again, the answer is, zero point seven or seven tenths.
190 I am so happy kids that you are eager to learn and for that give yourself a clap.
ON CAM 191 <CLAP>
192 Now, let’s see if you really understood the lesson.
INSERT 193 Here is another figure, I have a square and it is divided into one hundred equal
OFF CAM SLIDE 61
194 parts.
INSERT
OFF CAM
SLIDE 62
195 I will shade or color thirty-four squares. What fraction represents this illustration?
INSERT 196 Very good. It’s 34 over one hundred. We have 34 shaded parts as the numerator and
SLIDE 63
OFF CAM 197 the total number of squares, as the denominator. How about the decimal form?
198 SFX 3 SEC
INSERT
OFF CAM
SLIDE 64
199 Very good! The decimal form of our figure is zero point three four or 34 hundredths.
200 And that is how we visualize decimal numbers using grids. Good job learners. Keep it
201 up! There you have it kids, I am so happy that you were able to visualize decimal
ON CAM
202 numbers using models like blocks, number lines, money and using grids to show the
203 relationship to fractions.
INSERT 204 Always remember, a decimal number is a fraction whose denominator is a power of
SLIDE 65
205 ten and whose numerator is expressed by figures placed to the right of a decimal
OFF CAM 206 point. A decimal point is a period that appears with every decimal number. In cases,
207 when there is no whole number, a zero is placed before the decimal point. Just like
208 what we are doing a while ago, is in it?
209 So, we were able to apply our understanding in visualizing decimal numbers using
210 models like blocks, grids, number lines and money to show the relationship to
ON CAM
211 fractions. Let us put that understanding to the test by answering the next activity, so
212 you get your worksheet and pen.
INSERT 213 Let us work together on some of the activities on pages twenty – seven to twenty –
SLIDE 66
OFF CAM 214 nine. Always remember that it is a good practice to read the direction carefully before
215 answering. Let us have the activity on page 27, A.
 INSERT 216 Cross out the blocks to show the following decimal numbers. For number 1, zero
SLIDE 67
217 point two or two tenths or two over ten. How many blocks will be crossed out to
OFF CAM
218 show two tenths?
219 SFX 3 SEC.
INSERT 220 You got it correctly, cross out two blocks out of ten. This time let’s try letter B
OFF CAM SLIDE 68
221 number 1 on page twenty-eight.
INSERT 222 Here’s the direction, Write a fraction and decimal number for each shaded part. For
SLIDE 69
223 the first illustration, how many parts were shaded?
224 SFX 3 SEC.
OFF CAM 225 Correct again, three parts were shaded, so, that will be the numerator. What is the
226 denominator then?
227 SFX 3 SEC.
228 Very good again kids, ten is our denominator.
INSERT 229 So, the illustration can be represented in the fraction form as 3 over 10. Good job
SLIDE 70
OFF CAM 230 kids! How about the decimal form?
231 SFX 3 SEC
INSERT
OFF CAM SLIDE 71 232 You are correct; it will be zero point three.

INSERT 233 Again, the fractional form is three over ten and the decimal form is zero point 3 or 3
OFF CAM SLIDE 72
234 tenths.
INSERT 235 Moving on to exercise C on page 29 of your worksheets. Shade the parts that
SLIDE 73
236 corresponds to the given decimal or fractions. The given decimal and fraction is 0.08
OFF CAM
237 or 8 over 100. How many small squares should we shade?
238 SFX 3 SEC
INSERT 239 Correct. We should shade 8 squares should be shaded because our fraction shows that
SLIDE 74
OFF CAM 240 8 small squares out of 100 squares are shaded. Now I want you to shade 8 small
241 squares using any color that you want.
242 Very easy right? I think you will be able to answer now the rest of the activities in
243 your worksheets. If you have any questions and clarifications, you can seek help from
ON CAM
244 me or any of your family members older than you of course who can assist you. Good
245 luck kids!
INSERT 246 For your reference, you can use Mathematics Learner’s Material in Grade 4 pages
SLIDE 75
OFF CAM 247 134 – 136 and Mathematics Around Us pages 284 – 290. Or you can also watch some
248 learning videos on YouTube on the link provided in your compendium of notes.
249 Well, that’s all for now my dear Grade Four learners, you will have more of this, on
250 the next meeting. I hope you learned a lot today. ALWAYS REMEMBER BASTA
ON CAM 251 BATANG TARLAHENYO, MATHALINO! This is Teacher ANALIZA S. LOPEZ,
252 your Mathematics anchor for today. Keep safe and God bless everyone. Until next
253 time!!