MATH 4
QUARTER 3 WEEK 1
DAY 1
Administering Third Quarter Examination
Daily Classroom Routine
1. Prayer
2. Checking of attendance
3. Singing a song
Activate
Aims
Setting standard before taking test and giving clear directions
Activity
Test Proper
Abstraction
Collecting answer sheets and test papers.
Assessment
Checking and recording of scores in the e-class record.
Computation of Mean, SD, MPS, and Item Analysis
MATH 4
QUARTER 3 WEEK 1
DAY 2
Administering Third Quarter Examination
Daily Classroom Routine
1. Prayer
2. Checking of attendance
3. Singing a song
Activate
Aims
Setting standard before taking test and giving clear directions
Activity
Test Proper
Abstraction
Collecting answer sheets and test papers.
Assessment
Checking and recording of scores in the e-class record.
Computation of Mean, SD, MPS, and Item Analysis
MATH 4
Representing Dissimilar Fractions
QUARTER 3 WEEK 1
DAY 3
Identify the kinds of fractions represented by the given figures.
Activate
Activate
Identify each kind by completing the given table.
Aims
Using fractions strips and/or fraction bars.
Model the following sets dissimilar fractions.
Aims
Using fractions disks/fraction bars.
Aims
Using a number line.
Activity 1
Complete the table below. For numbers 1 -3, illustrate each set of fractions by drawing any of the following: (a) fraction bars/strips, (b) fraction discs/circles, (c) number lines. For numbers 4 -5, given the fraction models, name the set of dissimilar fractions.
Activity 1
Activity 1
Activity 2
Draw the shapes to represent the given fractions.
1) ½ and 1/4
2) ¾ and 2/3
3) 1/3 and 2/6
4) 1/5 and 2/4
5) 2/6 and 3/4
Activity 3
Match the dissimilar fractions to its representations.
Column A
1.
Columns B
A) 2/4 and 3/6
B) 1/3 and 5/6
C) 1/3 and 4/6
D) ½ and 1/4
E) 2/4 and 5/9
Activity 3
Match the dissimilar fractions to its representations.
Column A
2.
Columns B
A) 2/4 and 3/6
B) 1/3 and 5/6
C) 1/3 and 4/6
D) ½ and 1/4
E) 2/4 and 5/9
Activity 3
Match the dissimilar fractions to its representations.
Column A
3.
Columns B
A) 2/4 and 3/6
B) 1/3 and 5/6
C) 1/3 and 4/6
D) ½ and 1/4
E) 2/4 and 5/9
Activity 3
Match the dissimilar fractions to its representations.
Column A
4.
Columns B
A) 2/4 and 3/6
B) 1/3 and 5/6
C) 1/3 and 4/6
D) ½ and 1/4
E) 2/4 and 5/9
Activity 3
Match the dissimilar fractions to its representations.
Column A
5.
Columns B
A) 2/4 and 3/6
B) 1/3 and 5/6
C) 1/3 and 4/6
D) ½ and 1/4
E) 2/4 and 5/9
Abstraction
How can the lesson on modeling dissimilar and equivalent fractions be valuable in one’s daily life? Give instances when these lessons can be of help to you.
Assessment
A. Compare the following fractions using <, >, or =. Then, encircle the dissimilar fractions.
1. 2/5 ___ 3/5
2. 3/4 ___ 2/3
3. 1/2 ___ 3/6
4. 5/8 ___ 3/4
5. 2/7 ___ 4/7
Assessment
B. Solve.
1. Alice ate 1/4 of a pizza. Ben ate 2/4 of a pizza. Who ate more pizza?
2. A glass of juice is 3/4 full. Another glass is 1/2 full. Which glass has more juice?
MATH 4
Comparing Dissimilar Fractions
QUARTER 3 WEEK 1
DAY 4
Activate
Compare. Write >, <, or = in the box.
Activate
Compare. Write >, <, or = in the box.
Aims
Show the following fractions then ask the following questions.
Aims
What do you call this kind of fraction?
How will you classify these fractions in comparison with one whole?
What do you notice with the fractions as their denominator gets bigger?
Aims
How will you write the comparison using relational symbols?
Activity 1
Group 1
Write ">", "=" or "<" to compare the fractions.
Activity 1
Group 2
Write ">", "=" or "<" to compare the fractions.
Activity 1
Group 3
Write ">", "=" or "<" to compare the fractions.
Activity 1
Group 4
Write ">", "=" or "<" to compare the fractions.
Activity 1
Group 5
Write ">", "=" or "<" to compare the fractions.
Activity 2
Write ">", "=" or "<" to compare the fractions.
Activity 2
Write ">", "=" or "<" to compare the fractions.
Activity 2
Write ">", "=" or "<" to compare the fractions.
Activity 3
Shade the fraction diagrams and use the symbols >, <, and = to show how the fractions compare. The first one is done for you.
Abstraction
When you have the same numerators but different denominators, how will you know which one is bigger? lesser?
How will you classify fractions in comparison to one whole?
How do you compare the sets of fractions?
Assessment
Answer the following.
1.
2.
Assessment
3.
4.