QUARTER 3 MATH 4
WEEK 1
Week: 1
Topic: Fractions – Basics, Operations, and Conversion of Mixed Numbers and Improper Fractions
General Objectives:
Understand the concept of fractions as parts of a whole.
Identify and classify types of fractions (proper, improper, and mixed).
Perform basic operations with fractions (comparison, addition, subtraction).
Rewrite improper fractions as mixed numbers and vice versa.
Materials:
Fraction circles or bars (manipulatives)
Flashcards with fractions examples
Manila paper and markers
Worksheets
Lesson Breakdown
Day 1: Introduction to Fractions
Objectives:
Define fractions as parts of a whole.
Recognize the numerator and denominator in a fraction.
Procedure:
1. Motivation:
o Use a pizza model. Show how a whole pizza is divided into parts.
o Ask: “If I divide this pizza into 4 equal parts and take one, how much pizza do I
have?”
2. Lesson Proper:
o Define a fraction: a part of a whole represented as numerator/denominator.
o Explain the role of the numerator and denominator using visual aids.
3. Activity:
o Distribute manipulatives (fraction bars or circles).
o Ask students to show fractions like 1/2, 2/3, and 3/4 using the materials.
4. Assignment:
o Draw any object and divide it into fractions. Shade a specific fraction (e.g., shade 2/5
of a rectangle).
Day 2: Types of Fractions
Objectives:
Differentiate among proper fractions, improper fractions, and mixed numbers.
Identify examples of each type of fraction.
Procedure:
1. Review:
o Briefly revisit fractions and their components from Day 1.
2. Lesson Proper:
o Explain the types of fractions:
Proper Fractions: Numerator < Denominator
Improper Fractions: Numerator > Denominator
Mixed Numbers: A whole number plus a fraction (e.g., 2 1/3).
o Use fraction circles/bars to show examples.
3. Activity:
o Write fractions on flashcards (e.g., 3/5, 7/4, 2 2/3). Let students classify each as
proper, improper, or mixed.
4. Assignment:
o Write five examples of each type of fraction.
Day 3: Comparing Fractions
Objectives:
Compare fractions with the same and different denominators.
Use visual aids and equivalent fractions to understand comparisons.
Procedure:
1. Motivation:
o Ask: “Which is larger: 1/2 of a pizza or 1/4 of a pizza? How do you know?”
2. Lesson Proper:
o Teach comparing fractions with the same denominator (e.g., 2/4 vs. 3/4).
o Introduce comparing fractions with different denominators using equivalent fractions.
o Use fraction bars for visual comparisons.
3. Activity:
o Provide pairs of fractions for comparison (e.g., 1/3 and 2/6, 3/8 and 1/2). Ask students
to use symbols (> , < , =) to compare them.
4. Assignment:
o Complete a worksheet comparing fractions.
Day 4: Converting Improper Fractions to Mixed Numbers
Objectives:
Rewrite improper fractions as mixed numbers.
Understand the relationship between whole numbers and fractions.
Procedure:
1. Motivation:
o Show an improper fraction (e.g., 7/4). Ask: “How many whole parts are in 7/4?
What’s left over?”
2. Lesson Proper:
o Demonstrate converting improper fractions to mixed numbers:
Divide the numerator by the denominator.
Quotient = whole number, Remainder = numerator of the fraction.
Example: 7/4=1347/4 = 1\frac{3}{4}.
o Use manipulatives to visualize the process.
3. Activity:
o Provide improper fractions for students to convert to mixed numbers (e.g., 9/5, 11/3,
15/4).
4. Assignment:
o Convert 10 improper fractions to mixed numbers.
Day 5: Converting Mixed Numbers to Improper Fractions
Objectives:
Rewrite mixed numbers as improper fractions.
Solve problems involving conversions between improper fractions and mixed numbers.
Procedure:
1. Review:
o Briefly recap converting improper fractions to mixed numbers.
2. Lesson Proper:
o Explain the steps to convert mixed numbers to improper fractions:
Multiply the whole number by the denominator.
Add the numerator to the result.
Place the result over the original denominator.
Example: 234=8+34=1142\frac{3}{4} = \frac{8+3}{4} = \frac{11}{4}.
3. Activity:
o Provide mixed numbers for students to convert (e.g., 3 1/2, 4 2/3, 2 5/6).
o Include real-world problems like:
“If you cut 2 1/3 pies into 3 equal parts, how many total parts do you have?”
4. Assessment:
o Quiz: Convert improper fractions to mixed numbers and mixed numbers to improper
fractions.
5. Reflection:
o Discuss: “Why is it useful to convert between improper fractions and mixed
numbers?”
