4

Quarter
Lesson 1 3
1
Lesson Exemplar Lesson

for Mathematics 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 3: Lesson 1 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Kimberly Gomez-Mallari, Ph.D. (City College of San Fernando Pamapanga)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
MATHEMATICS / QUARTER 3 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learner should have knowledge and understanding of dissimilar and equivalent fractions
Standards

B. Performance
By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions.
Standards

C. Learning
1. Represent dissimilar fractions, with denominators up to 10, using models.
Competencies
2. Generate equivalent fractions using models
and Objectives

D. Content Modelling dissimilar fractions with denominators up to 10 using:

● fraction strips/bars
● fraction disks/circles
● number line
Modelling equivalent fractions using:
● fraction strips/bars
● fraction disks/circle
● number line

E. Integration Integration of Fairness, Equality, and Diversity

II. LEARNING RESOURCES

BYJU’s. (2024). Fraction on the Number Line. https://byjus.com/maths/fractions-on-the-number-line/

Cuemath. (n.d.). Fractions on Number Line. https://www.cuemath.com/numbers/fractions-on-number-line/
Hoo L.C, Sachidanandan R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish Education.
Song J, Chen T.H, Shing L. H. (2016). Discover Math 4 (1st ed.). Marshall Cavendish Education.
Toy Theater. (n.d.). Teacher Tools. https://toytheater.com/category/teacher-tools/

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 This part can either be an

Knowledge 1. Short Review individual activity or a group
The pupils will be asked to name and identify the kinds of fractions represented activity:
by the given figures. Option 1: Individual
3 Volunteers will be asked to paste
4
5
the fraction figures on the board
4 and classify them according to
4 kinds.
6
1
Option 2: Group
6 The whole class will be grouped
5 into two. The 1st group will be
5 asked to name the fraction
2
5
figures and classify them
1 according to kinds, using Table
8 1.
4
8
Given the same set of fractions,
To classify fractions according to their kinds, the following tables may be the 2 group will be asked to
nd

utilized: Table 1. Proper and Improper Fractions, Mixed/Whole Numbers. The name the fraction
pupils will be asked to classify each fractions individually. They will also name figures/illustrations and classify
each given fraction and identify each kind by completing the given table. them according to their
denominators, using Table 2.
Naming Kind of Fraction The teacher may generate
Fraction Model
Fraction (Proper, Improper, Mixed) additional illustrations through
3 this link:
4
Proper https://toytheater.com/fraction-
bars/
5 1 Improper
𝑜𝑟 1 4
4 Mixed Number For improper fractions and
mixed/whole numbers, the
4
6
Proper teacher may emphasize that
these fractions can be named
1
Proper using either improper fraction or
6
mixed/whole number (recall of
previous lesson found in Q2).

2
 5 Improper Since the pupils already have
𝑜𝑟 1 𝑤ℎ𝑜𝑙𝑒 prior knowledge of the kinds of
5 Whole Number
fractions, they may be asked to
2 explain the concepts of proper
Proper
5 and improper fractions, as well
1 as mixed numbers. This may be
8
Proper included in their presentation of
answers to the whole class.
4
8
Proper ● Proper fraction – less than 1
whole, the numerator is less
than the denominator
The pupils will be asked to present and explain their answers to the class. Table ● Improper fraction – greater
2. Set of fractions with the same denominators and set of fractions with different than or equal to 1 whole, the
denominators. The pupils will be asked to classify the fractions by forming three numerator is greater than or
sets of fractions, of which 1 set is composed of fractions with the same equal to the denominator
denominators and two sets are composed of fractions with different ● Mixed number – has a whole
denominators. They will also name each given fraction. number and a proper
Fraction Model Naming Fraction Kind of Fraction (Set) fraction, greater than 1
whole
3
4
5 1 In Table 2, the pupils will only
𝑜𝑟 1 4
4 answer the 3rd column once the
concept of dissimilar fractions
4
has been thoroughly introduced.
6
5 Its completion will be done by
𝑜𝑟 1 𝑤ℎ𝑜𝑙𝑒 the pupils as guided by the
5
1
teacher.
8

1 Note: (optional)
6
2 The teacher may use the outputs
5 of pupils in Table 2 when
4 presenting the lesson about
8
ordering dissimilar fractions.
The pupils will be asked to present and explain their answers to the whole class.

2. Feedback (optional)

3
B. Establishing 1. Lesson Purpose After each answer, the teacher
Lesson Purpose To process the activity in table 2, the teacher will ask the following: may give these follow-up
1. What have you noticed with the denominators of the 1st set of fractions in questions:
table 2? 2nd set and 3rd set of fractions in the same table? ● What do you call a set of
- The 1st set of fractions have the same denominators fractions with the same
- The 2nd set of fractions have different denominators denominators? (Recall of Q2
2. Aside from having either common or different denominators, what have you lesson)
noticed with the kinds of fractions given within a set of fractions? ● If fractions with the same
- The sets of fractions are combinations of proper fractions, improper denominators are called
fractions, and mixed/whole numbers. similar fractions, what do you
call fractions with different
2. Unlocking Content Area Vocabulary denominators? (You may use
The following concepts may be emphasized/reiterated: puzzles to give clues)
• Similar fractions are sets of fractions with common denominators. _ _ s_ _ _ _ l _ r fractions
• Dissimilar fractions are sets of fractions with different denominators.
• As a set, both similar and dissimilar fractions may compose of proper Highlight that both similar and
fraction, improper fraction, and mixed/whole number. dissimilar fractions can be a
combination of different kinds of
Take Note: fractions such as proper
When the concepts of dissimilar fractions have been established, the teacher fraction, improper fraction, and
may ask the pupils to accomplish the 3rd column of Table 2. mixed/whole numbers.

C. Developing and SUB-TOPIC 1: Modelling dissimilar fractions with denominators up to 10

Deepening using fraction strips/bars, fraction disks/circles, and number line
Understanding 1. Explicitation
Title: Paper Folding and Coloring Activity
The teacher will read the following statements to make the activity more fun and
engaging as the pupils simultaneously model these problems using paper folding
and coloring.

Paper 1: Kim has a rectangular cake divided into four equal parts. She wants to
give her friends one slice each. If she has two friends, how much part of the cake 2
was distributed among her friends? 4

Paper 2: Theon divided his paper into eight equal parts and shaded half of it.
4
What fraction represents the shaded part?
8

4
 Paper 3: Rapha’s rectangular vegetable garden was equally divided into three
parts. He plans to plant tomato seeds in 1 part of the garden and mongo seeds 1
in the rest of the vegetable garden. What part of the garden will be planted with 3
tomato seeds?
2
Paper 4: Kelvin decided to divide his paper into six equal parts and shaded two
parts of it. What fraction represents the shaded part? 6

To process the activity, the teacher will ask the following after some pupils have
Volunteers will be asked to post
already posted their outputs on the board:
their outputs on the board.
1. Taken individually, what kind of fraction is each of the examples?
- Proper fraction
2. Taken as a group or set, what have you noticed with their denominators?
- They have different denominators
3. What do you call a set of fractions with different denominators?
- Dissimilar fractions
2
4. What have you noticed with shaded parts of the dissimilar fractions 4 and
4 1
? and ?
2
The concept of equivalent
8 3 6
fractions can be initially
- Value of the shaded parts seems the same but different in the number
introduced in this part. However,
of equal parts the whole was divided.
2 4 inform the pupils that further
- 4 and 8 have the same value exploration and more detailed
1 2
- 3 and 6 have the same value discussion on this topic will be
included in the next lesson.
Dissimilar fractions are sets of fractions with different denominators. These sets
of fractions may include proper fractions, improper fractions, mixed/whole
numbers, or combination thereof. Visual representation of dissimilar fractions
may help us see fractions in a tangible way and understand better those different
denominators represent varying parts of the whole. Now, let us work on more
examples using manipulatives.

2. Worked Example In this part, the teacher will give

Using fractions strips and/or fraction bars, the pupils will model the following sets of dissimilar fractions, while
sets dissimilar fractions: the pupils will be asked to
3 2 illustrate them using fraction
a. 5, 3 strips/bars, fraction
discs/circles, and number lines.
5
 5 3 2
b. 6 , 10 , 9 However, it is essential to note
that pupils with prior knowledge
of adding similar fractions can
apply their understanding of the
2 1 1 2 previous lesson when illustrating
c. , , ,
6 4 8 3 dissimilar fractions.

Options for the teacher

Option 1: Individual
The teacher may ask the pupils
Using fractions disks/fraction bars, the pupils will model the following sets to make their fraction strips and
dissimilar fractions: fraction disks either in school as
a.
2 8 5
, , an art project or at home as an
6 8 10
assignment assisted by their
parents.

Volunteers will be asked to show

b.
5 3 1 2
, , , their illustrations in class using
3 4 2 6 either fraction strips or fraction
discs.

Option 2: Group
In case of time constraints, the
Using a number line, the pupils will model the following sets dissimilar teacher may divide the class into
fractions: six groups. Specifically, two
2 1
a. 5 , 2 groups will receive teacher-made
fractions strips, and two will
receive fraction disks/circles.
The remaining two groups will
1 1 4 illustrate dissimilar fractions
b. 1 , , using number lines.
10 2 5

A representative from each group

will show the illustrations in the
class using either fraction strips
or fraction discs.

6
DAY 2 Additional Manipulative for
3. Lesson Activity Worked Example: If available,
Complete the table below. For numbers 1 -3, illustrate each set of fractions by Cuisenaire rods can also be
drawing any of the following: (a) fraction bars/strips, (b) fraction discs/circles, utilized in modeling fractions.
(c) number lines. For numbers 4 -5, given the fraction models, name the set of These are rectangular rods of 10
dissimilar fractions. different colors. The teacher may
No. Dissimilar Fractions Fraction Model refer to this link to learn more
8 about these
6
2 manipulatives: https://www.han
1 3 d2mind.com/blog/how-to-use-
7 cuisenaire-rods
9
3
2 Very Important!
2 6 Before asking the pupils to
8
1 model the fractions using the
14 number line, the pupils should
3
2 initially be guided on how to
2
1 divide the number line
5 considering the denominators of
the given fractions. To do this,
the teacher may elucidate the
following concepts:

The unit in the number line

4
should be divided equally by the
given denominator. For instance,
if the fraction is 6/10, the
number line from 0 to 1 must be
divided into ten equal parts.

When dealing with proper

fractions, they should be
5 positioned between 0 and 1 on
the number line. Conversely, if it
is an improper fraction or a
whole/mixed number, the

7
DAY 3 fraction should be placed at one
SUB-TOPIC 2: Modelling equivalent fractions using fraction strips/bars, or beyond.
fraction disks/circle, and number line
1. Explicitation Below are the procedures for
Matching Fraction Twin Cards plotting fractions on the number
The teacher will place fraction cards with the illustrations/models under the line:
pupils’ chairs. The pupils who find a fraction card under their chairs will find 1. Draw a number line.
their match by looking for a classmate holding a fraction card with the same 2. For proper fractions, mark
value. Those who found their twin card will be asked to stay in front to introduce the points 0 and 1. If the
their fraction cards. After the introduction, the twin cards will be posted on the given is a mixed number or
board. improper fraction, mark the
For the introduction, the pupils will show their fraction cards and say: points beyond 1.
2 4 3. Divide the number line into
I am and I am . We are fractions with the same value or quantity.
3 6 equal parts following the
Below are the models found on each of the fraction cards: denominator of the fraction.
4. Starting from 0, count to the
right the number of parts
following the numerator.
5. Mark the point on the
number line.
------------------
Answers for Lesson Activity:
1.
To process the activity, the teacher will ask the following questions:
1. What have you noticed with the denominators of each pair of fractions? 8
They have different denominators. 6
2. What have you noticed with their numerators? They have different 2
3
numerators. 7
3. How were you able to identify your twin fractions? I looked for fractions 9
with the same size. Checking which fraction discs overlap.
4. What do you call fractions with the same size?
3
Equivalent fractions are fractions with different numerators and denominators 2. 2
but represent the same fraction. From the given examples, it can also be noticed
that equivalent fractions come from the same whole. Let us have more
examples using other visual representations. 6
8

8
2. Worked Example 3.
Example 1: Show the diagram to the students. It
may be drawn on a cartolina or may use PowerPoint
presentation.

Ask the following questions:

1. What fraction does each shaded part represent?
1 2 3 4
Answer: 2, 4, 6, and 8
10 3 1
2. What did you notice on the size of each shaded part? 4. , ,
6 3 4
Answer: the same or equal
3. How do you call fractions that name or represent the same fraction? 3 4 4 4
5. 2 , 4 , 6 , 10
Answer: equivalent fractions
4. Draw another strip below the diagram to represent another fraction
1 2 3 4 Remember that starting with
equivalent to 2, 4, 6, and 8.
models helps enhance pupils’
Answers may vary. conceptual understanding of
fraction equivalence. The teacher
Example 2: This could be done using paper folding. Give each pupil circular must ensure pupils have a
pieces of papers of the same size. Ask them to fold it (circular paper) into: conceptual understanding before
a. 2 parts b. 4 parts c. etc. proceeding to procedural
understanding.
Asking the pupils to color each part to name a fraction is highly recommended.
This will allow them to better understand the concept of equivalent fractions. To implement the activity on
Below are examples of shaded circles representing equivalent fractions. Matching Fraction Twin Cards,
the teacher needs to place the
cards under the chairs before
the schedule of Mathematics
class.

1
- The same whole is divided into three equal parts, and 1 part is shaded. The fraction cards should
3 contain illustrations/models of
2
- The whole is divided into six equal parts, and two are shaded. fractions without label/name of
6 fraction yet. For the given
4
- The same whole is divided into 12 equal parts, and four parts are shaded. sample fractions, eight cards will
12 be used which contain 1 fraction
circle each. You may add more
examples and use visual

9
The same line of questioning used in the previous example (example 1) may be representations other than
applied. Let us have another example. fraction circles. If so, it is highly
suggested that the same visual
representation be used for the
entire set of examples. This
ensures that the pupils
understand the concept of
equivalence rather than only
matching the fractions with the
same visual representation.
5
- The number line shows whole numbers 0 – 3. Each part is divided into two Since it is through modeling that
2
equal parts from one whole number to the next. Hence, the number line shown the pupils will learn equivalent
is divided into a total of 6 parts. The 5th part represents the fraction. fractions, cut outs or
illustrations showing the same
10
- The number line shows whole numbers 0 – 3. Each part is divided into four size should be used.
4
equal parts from one whole number to the next. Hence, the number line shown
is divided into 12 parts. The 10th part represents the fraction. Understanding the concept of
equivalent fractions can be
20 achieved by requiring pupils to
- The number line shows whole numbers 0 – 3. Each part is divided into eight see fraction strips(models) that
8
equal parts from one whole number to the next. Hence, the number line shown overlap- which means they have
is divided into 24 parts. The 20th part represents the fraction. the same size.
5 10 20
Therefore, 2, 4 , and 8 are equivalent fractions. They have different numerators
and denominators. They are dissimilar fractions. Also, they come from the same
whole.

The teacher will ask the pupils to model the following using fraction strips/bars,
fraction circles/disks, and number lines.
2 4 This should be elicited from the
a. 6 , 12
pupils as guided by the teacher.
(fraction strips/bars)
1 4 3
b. 1 2 , 1 8 , 1 6
(fraction circle/disks)

10
 1
c. ,
2 This should be elicited from the
6 12
pupils as guided by the teacher.
(using number line)
Options:
● Draw on a sheet of paper
● Call volunteers to draw on
DAY 4
the board
3. Lesson Activity
Choose from the box the fraction/s equivalent to the given fraction. Then, draw ● Use manipulatives and
each of them using either fraction strips/bars, fraction disks/circle, or number model them to the class
line. Use the table provided to organize your answers. (fraction disks and strips)

3 8 10 3 4 1
2 10 12 12 6 4 Answers for the Lesson Activity
2 4
1. and
3 6
Fraction Model
No. Given Fraction Equivalent Fraction
to be used
5 10
2. 6
and 12
Fraction 2
1 _____
disks/circles 3
Model: Model:
4 8
3. 5
and 10
Fraction 5
2 bars/strips 6 _____
Model: Model:

Number line 4
4.
2 3
, , and ¼
3 5 _____ 8 2
Model: Model:

Fraction 2
4 bars/strips 8 _____
Model: Model: 5.
6
and
3
4 2
Number line 6
5 4 _____
Model: Model:

11
 D. Making 1. Learners’ Takeaways The teacher may relate
Generalizations To summarize their learning, the pupils will be equivalent fractions with fair
asked to complete the graphic organizer. Fill sharing, equality, and diversity.
in the missing words to complete the
statements.
I learned that…

2. Reflection on Learning
On the importance understanding the content The teacher may ask the pupils
of the lesson to reflect on the following and
● How can the lesson on modeling share their thoughts in class.
dissimilar and equivalent fractions be
valuable in one’s daily life? Give
instances when these lessons can be of
help to you.

On the values related to Fairness, Equality,

and Diversity
● When you want to share your chocolates equally with your friends, what
do you do to ensure everyone gets a fair portion?
● What do you do to ensure that every member is given the same opportunity
to speak or share his/her thoughts during a group activity?
● Cite instances or situations where you show respect for those with varying
opinions.

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

A. Evaluating DAY 5 Answers to the Formative

Learning 1. Formative Assessment Assessment:
Draw/Model the fractions using fraction bars/strips, fraction circles/disks, and 1. Not Equivalent (x)
number lines. Then, determine whether these fractions are equivalent or not.
Put a check (/) if the fractions are equivalent and (x) if they are not.

12
 Equivalent/ 2. Not Equivalent (x)
No. Fraction Fraction Model
Not Equivalent
2 3 6 Using Fraction Circles/Disks
1 , ,
12 8 5 3. Equivalent (/)
7 4 9 Using Fraction Strips/Bars
2 , ,
10 5 12

3
4 8
,
Using Number Line
3 6
4. Equivalent (/)
10 2 4 Using Number Line
4 , ,
15 3 6
3 3 3 Using Fraction Disks/Circles
5 , ,
6 8 2

2. Homework (Optional)
5. Not Equivalent (x)

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

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

Teachers may also suggest ways

learner engagement/
to improve the different activities
interaction
explored/lesson exemplar.
others

13
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?

14