3

Mathematics
Quarter 3 – Module 4:
Representing, Comparing and
Arranging Dissimilar Fractions
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 3 – Module 4: Representing, Comparing and Arranging Dissimilar Fractions
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Authors: Vanessa Mae A. del Monte, Mary Luz O. Fullo, Noel T. Porquillo
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina F. Silvestre, Ph.D., Elma C.
Prudente, Annie Fel Lingatong
Reviewers: Edgardo Dondon S. Lorenzo, Ailyn V. Ponce, Emily A Paller, Eduardo Eroy
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist:
Management Team: Evelyn R. Fetalvero Alona C. Uy
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Renato N. Pacpakin Illuminado T. Boiser

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E-mail Address: region11@[Link] * [Link]@[Link]

 3

Mathematics
Quarter 3 – Module 4:

Representing, Comparing and

Arranging Dissimilar Fractions
Introductory Message
For the facilitator:
Welcome to the Grade 3 Mathematics Alternative Delivery Mode (ADM)
Module on Representing, Comparing and Arranging Dissimilar Fractions!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Grade 3 Mathematics Alternative Delivery Mode (ADM)
Module on Representing, Comparing and Arranging Dissimilar Fractions!

ii
This module is made with you in mind. Please be diligent in answering every bit
of question given to make this module interactive. Take note that this contains
instructions on how to use the module and the structure as well as the procedure
of working through the module are explained here. This also gives an overview
of the content of the module. It would be nice if you will answer the activities
and exercises first before looking up to the answer key. Should you have
questions regarding the exercises, please approach your facilitator for better
understanding.
This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the
skills or competencies you are
expected to learn in the module.

What I Know
This part includes an activity that
aims to check what you already
know about the lesson to take. If
you get all the answers correct
(100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.

What’s New
In this portion, the new lesson will
be introduced to you in various
ways such as a story, a song, a
poem, a problem opener, an activity
or a situation.

What is It This section provides a brief

discussion of the lesson. This aims

iii
 to help you discover and understand
new concepts and skills.

What’s More This comprises activities for

independent practice to solidify your
understanding and skills of the
topic. You may check the answers
to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity

which will help you transfer your
new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving
the learning competency.

Additional Activities In this portion, another activity will

be given to you to enrich your
knowledge or skill of the lesson
learned.

Answer Key This contains answers to all

activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

iv
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it.

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 What I Need to Know

This module was designed and written with you in mind to help you read
and write fractions that are equal to one and greater than one. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes your diverse vocabulary backgrounds. The lessons are arranged
to follow the standard sequence of the course but the order in which you read
them can be changed to correspond with the Mathematics Grade 3 learning
materials you are using.
After going through this module, you are expected to:
1. represent, compare and arrange dissimilar fractions in increasing or
decreasing order.

Enjoy your journey. Good luck!

 What I Know

Choose the letter of the correct answer. Write the chosen letter on a separate
sheet of paper.

1. What is the first step in ordering dissimilar fractions?

a. Find the greatest common denominator
b. Find the least common denominator
c. Reduce the fractions to lowest term
d. Compare the denominators, the greater the denominator, the
greater the fraction

2. Which of the following models show the least fractional part?

a.
b.

c.

d.

3. Which of the following fractions is arranged in increasing order?

3 2 9 1 2 3 1 9
a. 8 6 12 2
c. 6 8 2 12

1 2 3 9 9 3 2 1
b. 2 6 8 12
d. 12 8 6 2

4. Which of the following fractions is arranged in decreasing order?

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 4 7 1 1 1 7 1 4
a. 5 10 4 8
c. 4 10 8 5

1 1 7 4 7 4 1 1
b. 8 4 10 5
d. 10 5 4 8

5. It takes Nicole one-fifth of an hour to cook his lunch, five-sixths of an

hour to wash the clothes, and two-thirds of an hour to clean his room.
What is the order of Nicole’s time spent to complete by chore in
ascending order?

a. washing, cooking, cleaning

b. cooking, washing, cleaning
c. cleaning, washing, cooking
d. cooking, cleaning, washing

Represents, Compares and Arranges

Lesson Dissimilar Fractions in Increasing or
Decreasing Order
Fractions can be classified in different ways. There are two kinds of
fractions when classified according to the relationship of the denominators in

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the set. When the denominators are the same, it is called Similar Fractions.
When the denominators are not the same, it is called Dissimilar Fractions.
In this module, you will learn how to represent and arrange dissimilar
fractions in increasing or decreasing order.

What’s In

Let’s Review
Activity 1

A. Find the Least Common Multiple (LCM) of numbers below. Follow the
directions.

1. Multiples of 9 = 9 18 …..
Multiples of 6 = 6 12 …..
The common multiple is __________. The LCM is __________.

2. Multiples of 5 = 5 10 …..
Multiples of 10 = 10 20 …..
The common multiples are __________. The LCM is __________.

3. Multiples of 3 = …..
Multiples of 5 = …..
Multiples of 15 = …..
The common multiple is __________. The LCM is __________.

4. Multiples of 4 =

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 Multiples of 10 =
Multiples of 20 =
The common multiples are __________. The LCM is __________.

5. Multiples of 6 =
Multiples of 8 =
Multiples of 12 =
Multiples of 24 =
The common multiples are __________. The LCM is __________.

B. Encircle the similar fraction to the given fraction.

2 4 10 11 15 6 3
1.) 3
( 9 15 12
) 4.) 35 ( 21 7
5
)
14
4 16 20 8 12 3
2.) 8
( 24 40 12
) 5.) 20 ( 4
3 2
5 10
)

1 4 3 2
3.) 6
( 24 15 9
)

What’s New

Modelling is one way to present fractions. When there is a visual representation

you can easily determine the value of each fraction. Thus, arranging the
fractions in increasing (least to greatest) or decreasing order ( greatest to least)
will be easier for you.

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Consider the problem below.
Jimboy, Jaja and Via were given a pizza each. Jimboy was able to finish of
2
the pie. Jaja
3 consumed of the pie, while Via12 ate of the pie. Who ate less? 3
4

3 1 2
You can draw a model and order the fractions , and .4 The
2 model3 can help
you decide which fraction comes first, next and last.

3 1 2
4 2 3

Jimboy Jaja Via

1 2 2
From the illustration, you can see that is less2 than and 3is less 3
3 1 2 3
than .4 Thus the order of the fractions in increasing order is , , . 2 3 4
1
So, who ate less? It’s Jaja since she only ate of the pizza.
2

Activity 2
Answer the following activity by looking at the fraction strip.

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Order the fractions in increasing order.
1 4 3 1
1.) 3 9 10 12
___________________________

11 3 7 2
2.) 12 4 8 3
___________________________

2 3 4 2
3.) 9 6 5 8
___________________________

Order the fractions in decreasing order.

1 2 3 1
4.) 4 9 8 2
___________________________

9 8 4 3
5.) 12 10 6 5
___________________________

What is It

A. Representing Dissimilar Fractions

We can represent dissimilar fractions through visualization as shown below.

Different Number of Divided

Parts

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 As shown, the three rectangles are of the same size divided into different
number of parts. The first rectangle is divided into two equal parts with one
shaded portion (), the second one is divided into four equal parts with three
shaded portions () and the third one is divided into three equal parts, with two
portions shaded (). You will see that when a whole is divided into several equal
parts, each part becomes smaller. Notice that the divided parts of each figure are
dissimilar in sizes compared to the divided parts of the other two figures.

The three different ways of dividing the parts of a rectangle above

demonstrate dissimilar fractions.

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B. Comparing Dissimilar Fractions
We can compare dissimilar fractions using the symbols “>” greater than
or “<” less than.
It is easy to compare dissimilar fractions when fractions are illustrated in
figures. See example below.
Compare the following fractions:
1
2

1
3

1
4

1
5

Look at the fractions. You may say

that each of them has a numerator of 1 while their denominators are different.
From the illustration, we can clearly say that,
1 1 1 1 1
>
2 3
or 4
< 3
or 3
> 15 .
We can also use the Cross Product Method when comparing dissimilar
fractions especially dealing with greater number.

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Steps of the Cross Product Method
Step 1. Write the fractions vertically, next to each other with an ‘X’ between the
two fractions. This helps remind you which numbers to multiply with each
other.
1 1
3
x 5

Step 2. Multiply the numerator and denominator that each line of the ‘X’
connects. Write the product above the numerator you multiplied.

51 x 31
3 5

Step 3. Compare the products. The fraction in line with the greater product is
the greatest among the two fractions.

In our example, the product of 1 and 5 which is 5 is greater than 3 which is the
1
product of 1 and 3. Therefore, 3 > 15 .

C. Ordering Dissimilar Fractions

In ordering dissimilar fractions without models, find the equivalent
fraction using the Least Common Denominator (LCD)of the set of fractions.
Example 1: Arrange , and in increasing
1 order.
5
i. Find the LCD using5the 3LCM.
10 8

10 = 10, 20, 30 40 , 50
8 = 8, 16, 24, 32, 40
5 = 5, 10, 15, 20, 25, 30, 35, 40

LCD= 40

ii. Find the Equivalent Fraction to make the fractions Similar. Use the
LCD as the denominator.

5 = 5 x 4 = 20
10 10 x 4 40 LCD

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 3 = 3 x 5 = 15
8 8 x 5 40 LCD
1 = 1 x 8 = 8
5 5 x 8 40 LCD

iii. Compare the numerators. The lesser the numerator, the lesser the
fraction. Therefore the order of the given fractions in increasing order
is

1 , 3 , 5
5 8 10

3 7 11 5
Example 2: Arrange ,4 ,24 and
12 in decreasing
8 order.

i. Find the LCD using the LCM.

4 = 4, 8, 12, 16, 20, 24

24 = 24, 48, 72,
12 = 12, 24, 36, 48, 60
8 = 8, 16, 24, 42, 40

LCD= 24

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ii. Find the Equivalent Fraction to make the fractions Similar. Use the
LCD as the denominator.

3 = 3 x 6 = 18
4 4 x 6 24 LCD
7 = 7 x 1 = 7
24 24 x 1 24 LCD
11 = 11 x 2 = 22
12 12 x 2 24 LCD
5 = 5 x 3 = 15
8 8 x 3 24 LCD

iii. Compare the numerators. The greater the numerator, the greater the
fraction. Therefore, the order of the given fractions in decreasing order
is

11 , 3 , 5 , 7
12 4 8 24

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 What’s More

Activity 3
Using the shapes provided below, create a pair of dissimilar fractions for
each number by dividing each given shape into equal parts and shading some
parts then write the fraction of the shaded parts and compare the two fractions
using > or < in the box provided.
Shape 1 Shape 2
1.

_____ _____

2.

_____ _____

3.

_____ _____

Activity 4

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A. Write the fraction of the shaded parts of each figure and arrange them in
increasing order.

1.)
______ _____ _____ _____
________________________________________________________

2.)
______ _____ _____ _____

________________________________________________________
3.)

______ _____ _____ _____

________________________________________________________

B. Arrange the fraction of each models in decreasing order.

4.)
______ _____ _____ _____
______________________________________________________
5.)

______ _____ _____ _____

_____________________________________________________

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Activity 5
A. Arrange the fractions in increasing order.

1 8 2 2
1.) 12 9 6 3
___________________________

2 1 4 9
2.) 3 2 4 12
___________________________

1 3 5 2
3.) 2 4 8 10
___________________________

B. Arrange the fractions in decreasing order

4 7 9 1
4.) 6 12 24 4
___________________________

8 23 74 4
5.) 10 25 100 20
___________________________

What I Have Learned

To arrange dissimilar fractions through visualization, we can use fraction

models or fractions strips for representation of each fraction.

To arrange dissimilar fractions, follow the following step.

1. Find the Least Common Denominator (LCD) of the given fractions.

2. Find the equivalent fractions of the given fraction using the LCD as the
new denominators.
3. Compare the numerators of the new formed fractions. The lesser the
numerator, the lesser the value of the fraction. The greater the numerator,
the greater the value of the fraction.
1.)

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 What I Can Do

I. Arrange the fractions in increasing order.

1 3 3 5 3 5 2 7
1.) 3 8 12 7
2.) 5 10 6 9

____________________

__________________ __________________
II. Shade the given fractions using the fraction strips. Arrange the
fractions in decreasing order.

1 7 2 3 9 5 3 4
1. 2 8 7 5
2.) 12 6 8 9

____________________

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III. Put a check (√ ) mark on the box provided in each set of fractions that
are arranged properly. If it is arranged properly, identify if it is in
increasing or decreasing order.

7 7 7 7 4 7 9 10
6 5 4 2 5 15 10 12

1___________________ 2___________________

4 2 1 3 1 3 6 5
5 3 2 8 6 4 7 3

3___________________ 4___________________

9 1 1 3
10 8 5 4

5___________________

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 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. Which of the following models show the least fractional part?

1 2 4 3
a. 3
b. 8
c. 6 d. 10

2. Which fraction is the greatest?

3 9 2 3
a. 4
b. 10
c. 3 d. 7

3. Identify the set arranged in increasing order.

1 2 3 2 2 1 3 2
a. 4 3 5 6
c. 6 4 5 3
2 3 1 2 3 2 2 1
b. 3 5 4 6
d. 5 3 6 4

4. Which of the following fractions is arranged in decreasing order?

2 3 1 2 4 6
a. 5 8 4
c. 4 8 10
5 3 4 6 1 1
b. 30 12 15
d. 8 4 2

5. JJ, RJ, PJ and LA raced a distance of 1 mile. Here is their time record in
5
fractions of an hour: JJ - , RJ - , PJ - 14 , LA -12 . 4
15,
6
20
Give the names in increasing order of finishing time.
a. JJ, PJ, LA, RJ c. LA, RJ, PJ, JJ
b. JJ, RJ, PJ, LA d. JJ, LA, RJ, PJ

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 Additional Activities

Solve the following problems.

4 5
1.) Mrs. Padla bought kg5 of beans, kg of3cabbage and
8
9 Kg of carrots. Which kind of vegetable did she buy the
most?

4
2.) Tina ran the 200 – meter dash in minutes,
15 Chelsea ran it
5 4
in 12 minutes and Erica ran it in minutes.
5 Who ran the
12
slowest?

4 9
3.) Mang Pepe planted of his
8 garden plot with squash, 24
2
with eggplant and with
6 tomatoes. Which among the

three plants has the largest area in the plot?

4.) It takes Chen four-fifths of an hour to complete his math homework,

one-sixth of an hour to complete his reading homework, and two-
thirds of an hour to complete his science homework. Arrange the time
spent to complete Chen's homework by subject in decreasing order.

5.) Sehun jogged for one-third of a mile, Luhan jogged for one-half of a
mile, and Kai jogged for one-fifth of a mile. Arrange these distances
in increasing order.

Answer Key

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Assessment What I Can Do What’s More

1. B I Activity 5
2. B
3. C 1. 3, 1, 3, 5 1. 8, 2, 2, 1
4. C 12 3 8 7 9 3 6 12
5. A 2. 1, 5, 3, 7 2. 4, 9, 2, 1
6 10 5 9 4 12 3 2
3. 3, 5, 1, 2
Additional Activity
II 4 8 2 10
1. 7, 3, 1, 2
4. 4 7 9 1
1.) carrots 8 5 2 7
6 12 24 4
2.) Tina 2. 5, 6, 3, 4
5. 23, 74, 8, 4
3.) squash 6 12 8 9
25 100 10 20
4.) Math, science, Reading III
5.) 1, 1, 1
5 3 2 1. / decreasing
2.
3. / decreasing
4. / increasing
5.

What’s New
What's In Cont. What I Know
1 3 1 4
1. 4. 4, 8, 12, 16, 20, 24, 28,
12 10 3 9 32, 36, 4 0 1. B
2 3 7 11 10, 20, 30, 40, 50, 60, 70, 2. C
2. 80, 90, 100 3. B
3 4 8 12 20, 40, 60, 80, 100 , 4. A
2 2 3 4 110,120, 130, 140, 150, 5. D
3.
9 8 6 5 160, 170, 180, 200
CM 20 40 LCM 20
1 3 1 2 What's In
4.
2 8 4 9 5. 6, 12, 18, 24, 30, 36, 42,
48, Activity 1 A
8 9 4 3
5. 8, 16, 24, 32, 40, 48, 56,
10 12 6 5 64
1. 27, 36, 45
18, 24, 30
12, 24, 36, 48, 60 ,72,
CM 18 LCM 18
What’s More 84,96
24, 48, 72, 96, 120, 2. 15, 20, 25
Activity 3 144,168, 192 30, 40, 50
CM 24 48 LCM 24 CM 10 20 LCM 10
Answers may vary
3. 3, 6, 9, 12, 15, 18
Activity 4 Activity 1 B 5, 10, 15, 20, 25, 30
15, 30, 45, 60, 75, 90
3 5 10 20 4 3 CM 15 LCM 15
1. ¼, , ½, 1. 2. 3. 4.
7 5 15 40 24 7
1 2 3 5 3
2. , , , 5.
5 7 8 6 5
1 5 6 2 5
3. , , , ,
4 5 12 3 6

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References

Mathematics – Grade 3, Learner’s Manual. First Edition. Visualizing Dissimilar Fractions. Retrieved
from [Link]

Mathematics – Grade 3, Learner’s Manual. First Edition. Arranging Dissimilar Fractions. Retrieved
from [Link]

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