The document outlines a daily lesson plan for a 4th grade mathematics class on rational numbers. The lesson plan includes objectives to understand and perform addition and subtraction of rational numbers. Students will be divided into groups to calculate their BMI and arrange themselves in order. Examples of rational numbers as fractions will be presented, and students will identify rational and irrational numbers. An activity sheet with problems identifying rational numbers will be used to evaluate learning.
The document outlines a daily lesson plan for a 4th grade mathematics class on rational numbers. The lesson plan includes objectives to understand and perform addition and subtraction of rational numbers. Students will be divided into groups to calculate their BMI and arrange themselves in order. Examples of rational numbers as fractions will be presented, and students will identify rational and irrational numbers. An activity sheet with problems identifying rational numbers will be used to evaluate learning.
The document outlines a daily lesson plan for a 4th grade mathematics class on rational numbers. The lesson plan includes objectives to understand and perform addition and subtraction of rational numbers. Students will be divided into groups to calculate their BMI and arrange themselves in order. Examples of rational numbers as fractions will be presented, and students will identify rational and irrational numbers. An activity sheet with problems identifying rational numbers will be used to evaluate learning.
The document outlines a daily lesson plan for a 4th grade mathematics class on rational numbers. The lesson plan includes objectives to understand and perform addition and subtraction of rational numbers. Students will be divided into groups to calculate their BMI and arrange themselves in order. Examples of rational numbers as fractions will be presented, and students will identify rational and irrational numbers. An activity sheet with problems identifying rational numbers will be used to evaluate learning.
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Daily Lesson School Mawaque Resettlement Grade Level 4
Plan Elementary school
Teacher Kyla Garcia Subject Mathematics Teaching March , 29 2023 / 8:00 am – Quarter Second Dates and 9:00 am Quarter Time
I. OBJECTIVE A. Content Standards Demonstrates understanding of factors of rational numbers The learner is able to apply knowledge on how to addition and B. Performance Standards subtraction C. Learning Competencies/ Performs addition and subtraction of rational numbers Objectives with code At the end of the discussion, the learners will be able to: 1. understand the process of adding and subtraction D. Specific Objectives 2. solve addition and subtraction in rational number 3. relate the topic in daily living. II. CONTENT
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson REVIEWING: WE TALK ABOUT RATIONAL NUMBER IN RATIONAL NUMBERS AND THIS ARE THE EXAMPLE THAT WE CAN USE IN RATIONAL NUMBER WE CALL THE 3/2 RATIO
B. Establishing a purpose for the lesson
The teacher will present the activity
“KNOW your BMI.” The class will be divided into 6 groups, they need to write their Body Mass Index
Page 1 of 8 (BMI) on sheets of paper and afterwards they need to arrange themselves in increasing order. The teacher will present the activity “KNOW your BMI.” The class will be divided into 6 groups, they need to write their Body Mass Index (BMI) on sheets of paper and afterwards they need to arrange themselves in increasing order. The teacher will present the activity “KNOW your BMI.” The class will be divided into 6 groups, they need to write their Body Mass Index (BMI) on sheets of paper and afterwards they need to arrange themselves in increasing order. WHEN WE TALK ABOUT RATIONAL WE CAN USE RATIONAL WHEN WE GETTING BMI WE DOING THIS BY GROUP AND YOU WILL BE GROUPINGS IN 5 GROUPS 1. Presenting examples/instances of the new lesson
Page 2 of 8 2. Discussion
A Rational number can be made by dividing an integer by an integer
(An interger it self has no fractional part )
EXAMPLE:
1.5 is a rational number because 1.5 = 3/2 (3 and 2 are both integers)
Most numbers we use in everyday life are Rational Numbers.
You can make a few rational numbers yourself using the sliders below:
1 = -0.5 -2
Here are some more examples:
Number As a Fraction Rational?
5 5/1 Yes 1.75 7/4 Yes 1000 1000/1 Yes
Page 3 of 8 .001 1/1000 Yes −0.1 −1/10 Yes 0.111... 1/9 Yes √2 ? NO ! (square root of 2)
Oops! The square root of 2 cannot be written as a simple fraction! And there are many more such numbers, and because they are not rational they are called Irrational.
Another famous irrational number is Pi (π):
Formal Definition of Rational Number
More formally we say:
A rational number is a number that can be in the form p/q
where p and q are integers and q is not equal to zero.
So, a rational number can be:
pq
where q is not zero.
Examples: q p/q = p 1 1 1/1 1 1 2 1/2 0.5 55 100 55/100 0.55 1 1000 1/1000 0.001 253 10 253/10 25.3 7 0 7/0 No! "q" can't be zero! Just remember: q can't be zero.
Page 4 of 8 1. Finding practical applications of concepts and skills in daily living
2. Making generalizations and abstraction about the lesson
THE STUDENTS WILL ANSWER THE GIVEN QUESTION: IN DEFINE THE RATIONAL NUMBERS OR NOT RATIONAL NUMBER WHAT ARE THE STEP WE NEED TO FOLLOW ?
3. Evaluating Learning ON ¼ SHEET OF PAPER CHOOSE THE CORRECT LETTER 4. Additional activities for application or remediations
ACTIVITY #1 CHOOSE THE CORRECT LETTER AND WRITTEN ON YOUR ¼ PAPER
Page 5 of 8 1. Which one of the following numbers is not rational? A.3/4 C. 2 B.1 ¼ D. √2
2.Which one of the following numbers is not rational?
A.7/16 C.7/1 B.7/1 D.0.7
3.Which one of the following numbers is not rational?
A.3 1/7 C.3.14
B. D.22/7
4.Which one of the following is not a rational number?
A.3 C. B.1/3 D.0.333…
5.
For which of the right triangles A, B, C and D is the missing side length rational? A.A C.C B.B D.D
Page 6 of 8 V. Remarks
VI. Reflection A. No. of learners who earned 80% in the evaluation
Page 7 of 8 B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
