MATATAG K TO 10 CURRICULUM LESSON SCRIPT

SOLDIERS HILLS IV
School: Quarter: FOURTH
ELEMENTARY
Learning Area MATHEMATICS Week/Day WEEK 6 – DAY 4
Grade Level: GRADE IV Date: MARCH 20, 2025
Teaching 9:25 – 10:10 (St. Raphael) 10:55 – 11:40 (St. Alexander) 1:10 – 1:55 (St. Chad)
Time: 10:10 – 10:55 (St. Faith) 12:25 – 1:10 (St. Boniface) 1:55 – 2:40 (St. Lawrence)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learner should have knowledge and understanding of decimal
A. Content Standards
numbers and their relationship to fractions.
By the end of the quarter, the learners are able to convert decimal
B. Performance
numbers to fractions and fractions (with denominators 10 or 100)
Standards
to decimals.
C. Learning Convert decimal numbers to fractions, and fractions with
Competencies denominators 10 or 100 to decimals.
At the end of the lesson, the learners will be able to..
convert fractions with denominators 10 or 100 to decimals.
1) represent fractions with denominators of 10 or 100 as
decimal numbers;
Learning Objectives 2) convert fractions with denominators of 10 or 100 to decimal
numbers; and
3) apply accuracy and responsibility in using decimals in daily
activities, such as managing money and measuring
ingredients,
Converting Fractions with Denominators 10 or 100 to
D. Content
Decimals
 Mathematics
- Determine equivalent fractions.
- Read and write decimal numbers with decimal parts to
hundredths
E. Integration - Determine the place value to hundredths of a digit in a given
decimal number
 Values - Accuracy and Responsibility – Highlighting the
importance of precision in money transactions and cooking
measurements.
Theme
Converting fractions with denominators of 10 or 100 to decimals is
essential in daily life. This skill helps in handling money accurately,
Key Concept for
measuring ingredients correctly while cooking, and tracking time
Integration
precisely. Understanding these conversions promotes
responsibility and accuracy in real-world applications.
II. LEARNING RESOURCES
A. References MATATAG MATHEMATICS IV Curriculum Guide
Atlantic Business Network. (n.d.). Digital balance. Atlantic Business
Network. http://atlanticbiznet.ca/product/digital-balance/
Drugs.com. (n.d.). G 0.5 pill – white five-sided, 9mm. Drugs.com.
https://www.drugs.com/imprints/g-0-5-11408.html
Fist Philippine Scales, Inc. (n.d.). Fuji 5 kg table scale, small,
mechanical dial type, anti bacterial powder coat, best for home
B. Other Learning and kitchen, flat plate, FTF-5J. Timbangan.ph.
Resources https://shop.timbangan.ph/products/ftf-5j
Frayer Model Diagram. (n.d.). Abetances Portfolio Weebly.
https://abetancesportfolio.weebly.com/frayer-model--vocab.html
III. TEACHING AND LEARNING PROCEDURES
BEFORE THE LESSON / PRE-LESSON PROPER

1. Short Review

“Decimal Money Dash” 🏦💰

📢 Get ready to test your skills in reading and writing
decimals—this time with money!
You will be given amounts of money written in words,
and you must convert them into decimal form
correctly.
You have 10 seconds to turn word form into standard form
—can you do it before time runs out? Let’s find out! ⏳
📝 How to Play:
1️⃣Watch the screen! The teacher will flash an amount in
A. Activating Prior word form.
Knowledge 2️⃣The teacher calls on a student to answer.
3️⃣The chosen student has 10 seconds to write the
decimal amount correctly on their show-me board.
4️⃣The student asks, “Is my answer correct?”
5️⃣Classmates respond!

💡 Ready to read, write, and match decimals in

money? Let’s go!

Word Form → Decimal Form

1. Fifty-five centavos → ₱0.55
2. Three pesos and seventy-five centavos →
₱3.75
3. Ninety centavos → ₱0.90
4. One peso and eight centavos → ₱1.08

B. Establishing
Lesson Purpose 1. Lesson Purpose

“Cooking with Accuracy”

📢 Today, let’s become chefs and explore how fractions

and decimals are important in the kitchen!

👩‍🍳 Think about this:

1️⃣Have you ever followed a recipe at home? 🍲

2️⃣What happens if you add the wrong amount of an

ingredient? 😲

3️⃣Recipes often use fractions, but digital kitchen scales

and measuring cups use decimals.

🔄 Spot the Connection!

Kitchen measurements often display fractions, while digital
scales display decimals—but they represent the SAME
amount! 🤯

🔎 Today’s Mission: We’ll learn how to convert fractions (like

 1/10 or 3/100) into decimals—a skill that helps in:
✅ Following recipes accurately 🍜
✅ Measuring ingredients properly 🥄
✅ Avoiding mistakes in cooking

🚀 Get ready, because fractions and decimals are

essential in the kitchen! Let’s dive in!

2. Unlocking Content Vocabulary

Math Mystery Words” – Guess the Term! ‍♂️🔢

📢 Get ready to crack the mystery! I will give clues, and you have
to guess the math term.
🔎 How to Play:
1️⃣Listen to the clues carefully. 🤔
2️⃣Think of the correct math term. 🧠
3️⃣Write your answer on your show-me board. 📝
4️⃣When I say "Show!", raise your board to reveal your
answer! 🚀

🔎 Clues & Answers:

1. I am a number with a dot that separates whole numbers
from parts. What am I? (Answer: Decimal)
2. I represent part of a whole, and I have a numerator and
denominator. What am I? (Answer: Fraction)
3. I am the number above the fraction bar, showing how
many parts are being counted. What am I? (Answer:
Numerator)
4. I am the number below the fraction bar, showing the
total number of equal parts. What am I? (Answer:
Denominator)
5. I tell you the value of a digit based on its position in a
number. What am I? (Answer: Place Value)

DURING THE LESSON/ LESSON PROPER

C. Developing and SUB-TOPIC 2: Conversion of Fractions with Denominators

Deepening 10 or 100 to Decimals
Understanding
1. Explicitation

🔎 Cooking Conversions: 💡 Let’s explore how fractions and

decimals are used in recipes!

📝 Key Idea:
Fractions with denominators of 10 or 100 can be easily
converted into decimals using place value.

📌 Conversion Rule:
For Denominator 10:
 To write tenths in decimal form, write the
numerator in the tenths place.

For Denominator 100:

 To write hundredths in decimal form, write the tens
digit in the numerator in the tenths place while the
ones digit in the hundredths place.
  If the numerator is a 1-digit number, write zero in
the tenths place.

🔢 Examples:
5
 = 0.5 teaspoon of salt
10
25
 = 0.25 cup of flour
100
8
 = 0.08 liter of milk
100
75
 = 0.75 kg of meat
100

💡 Think-Pair-Share Question:
9
🍳 You need to measure liter of milk for a cake recipe, but
10
your digital scale only shows decimals. What should you
write?

2. Worked Example

‍ You are baking a cake, but the recipe needs to be

adjusted. Help convert the measurements!

📌 Scenario:
The recipe calls for these ingredient amounts in fractions:
6
 cup of sugar
10
8
 liter of vanilla extract
100
7
 teaspoon of salt
10
50
 cup of flour
100

📝 Convert these fractions into decimals:

6
 =?
10
8
 =?
100
7
 =?
10
50
 =?
100

🔄 Discuss:
 What happens if we don’t measure correctly in baking?
 Why do digital kitchen tools use decimals instead of
 fractions?

💡 Key Takeaway: Inaccurate measurements can change the

taste and texture of food! Always double-check conversions.

3. Lesson Activity

🔢 Team Chef’s Precision Challenge"

📌 Scenario: You are chefs-in-training competing in a

cooking contest. Your goal is to accurately convert
ingredient measurements from fractions to decimals to
create the perfect pancake recipe.

🏆 Goal: Work as a team to accurately convert fractions to

decimals while showing responsibility and cooperation.

📌 Instructions:
1️. Work together to convert the fractions in the recipe
card to decimal form.
2️. Write the converted amounts on the Chef’s
Measurement Chart
3️. Once finished, present your final answers to the class.

📌 Recipe Card:
🥞 Perfect Pancakes Recipe
45
 cup of flour = ?
100
4
 cup of milk = ?
10
55
 teaspoon of sugar = ?
100
5
 cup of butter = ?
10
90
 cup of water = ?
100

📢 Bonus Challenge!
If you double the recipe, what will the new ingredient
measurements be in decimal form?

AFTER THE LESSON / POST LESSON PROPER

C. Making
Generalizations 1. Learners’ Takeaways

✅ Fraction-to-Decimal Wrap-Up! 🎯
Let’s reflect on what we’ve learned! Ready? Complete these
sentence starters! ✍️
💬 I’ve learned that...
🔢 A decimal is another way to represent a
____________________________________________
💡 To write tenths in decimal form,
_____________________________________________
 💡 To write hundredths in decimal form,
_____________________________________________
💡 If the numerator is a 1-digit number,
_____________________________________________

🛒 Understanding decimals helps in real-life tasks like

_______________________________________________.

2. Reflection on Learning

✅ Emoji Reflection Chart

Look at the Emoji Reflection Chart and choose the emoji that
best represents how you feel about today’s lesson. Then,
write a short sentence explaining why you feel that way.

Emoji How I Feel My Reflection

😊 (Happy) I understand Example:
I can easily convert fractions to
the lesson decimals and explain the steps.
well.
Answer: _______________________________
____________________________________.

😐 (Neutral) I understand Example:

I get the idea, but I need more
some parts, exercises to feel confident.
but I need
more Answer: ______________________________
____________________________________.
practice.
😕 (Confused) I'm struggling Example:
I don’t fully understand how to place
and need the decimal point when converting.
more help.
Answer: ______________________________
____________________________________.

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

A. Evaluating
Learning 1. Formative Assessment

“Cooking Conversion Challenge”

📌 Convert the given fractions into decimals.
7
1. liter of water = ?
10
35
2. cup of sugar = ?
100
8
3. teaspoon of salt = ?
10
65
4. kg of flour = ?
100
9
5. liter of milk = ?
100
🚀 Check your answers and reflect: Did you convert
accurately?

Answer Key:
 1. 0.7
2. 0.35
3. 0.8
4. 0.65
5. 0.09

2. Homework (Optional)

Note
observations on Effective
any of the Problems Encountered
Practices
following areas:
 Differentiated Instruction  Difficulty in meeting all individual student needs
 Scaffolding  Lack of support for students who need more
 Collaborative Learning help
 Peer Instruction  Unequal participation among group members.
 Inquiry-Based Learning  Peers misunderstand concepts, causing
 Contextual Learning confusion
 Experiential Learning  Students struggle with formulating their questions.
 Visual Learning  Difficulty connecting lessons to real-life situations.
 Concrete Representation  Limited opportunities for hands-on experiences.
strategies  Sequential Instruction  Visual aids are unclear or hard to interpret.
explored  Reflective Questioning  Materials are not accessible or relevant.
 Technology Integration  Problems with pacing and maintaining logical
 Gamification flow.
 Others: Please specify  Students struggle with deep thinking and
___________________ analysis
 Technical issues disrupt lesson flow.
 Games do not reinforce learning objectives.
 Others: Please specify
______________________________________________
 Manipulatives  Projector  Limited availability of materials
 Digital tools slides  Technical issues with digital tools
 Puzzles  Real-world  Inadequate supply of materials
 Textbooks objects  Wear and tear on resources
B. Teacher’s  Flashcards
 Number lines
 Hands-on
kits
 Difficulty setting up materials
 Limited access to interactive resources
Remarks  Visual aids
 Posters /
 Geometric
shapes
 Distractions caused by materials
 Difficulty adapting materials for diverse needs
materials Pictures  Whiteboard  Inadequate preparation time for materials
used  Interactive markers  Misalignment of materials with student levels
whiteboards  Educational  Lack of student interest in materials
 Varied games  Lack of material variety
worksheets  Others:  Others: Please specify
 Educational Please ___________________________________________
videos specify _
___________
 Active participation  Difficulty engaging consistently
 Interest for hands-on  Disinterest in participating in activities
activities  Difficulty working effectively in groups
 Collaborative group work  Hesitation to ask questions
learner  Asking questions  Reluctance to share or explain ideas
engageme  Peer-to-peer explanations  Low frequency of student responses
 Frequent student responses  Challenges in communicating insights clearly
nt/  Sharing insights  Low interaction among students
 High interaction levels  Difficulty with creative thinking
interaction  Diverse thinking  Others: Please specify
 Others: Please specify ___________________________________________
_________________ _

others

Reflection guide or prompt can be on:

• principles behind the teaching

1) What principles and beliefs 2) Why did I teach the lesson the way I
informed my lesson? did?
 Belief in student-centered  To ensure students were actively
learning. involved in their learning.
C. Teacher’s  Emphasis on active participation  To keep students interested and
and engagement. motivated throughout the lesson.
Reflection  Commitment to inclusivity and  To provide equal opportunities for all
accessibility. students to succeed.
 Focus on building critical thinking  To encourage students to analyze and
skills. evaluate information deeply
 Use of real-world applications  To make the lesson relevant and
applicable to students' lives.
 Encouragement of collaborative  To promote teamwork and peer support.
learning.
 Integration of diverse teaching  To cater to different learning styles and
methods. preferences.
 Recognition of individual learning  To tailor instruction to meet the unique
styles. needs of each student.
 Commitment to creating a safe  To foster a space where students feel
learning environment. comfortable and supported.
  Belief in the importance of  To inspire and engage students in their
student motivation. learning.
 Focus on developing problem-  To enhance students' ability to tackle
solving skills. challenges and find solutions.
 Use of technology to enhance  To incorporate digital tools that support
learning. and enrich the learning experience.
 Belief in the value of student  To understand students’ perspectives
feedback. and improve teaching practices.
 Emphasis on connecting new  To build on what students already know
knowledge with prior learning. and facilitate deeper understanding.
 Use of differentiated instruction.  To address varied skill levels and
learning needs within the classroom.
 Others: Please Specify  Others: Please Specify
___________________________________ _____________________________________________

• students

3) What roles
did my
4) What did my
students 5) How did they learn?
students learn?
play in my
lesson?
 Active  Key concepts and  They engaged in sharing ideas and
participants principles of the opinions during class discussions,
lesson. helping them understand the core
ideas.
 Collaborators  Collaborative  They worked with peers to achieve
skills through common goals and solve problems
group activities. through teamwork.
 Leaders  Leadership and  They took charge of guiding group
organization activities, helping others stay
skills. focused and organized.
 Observers  Understanding  They watched and noted key points
through from teacher-led examples to grasp
demonstration. the concept better.
 Questioners  Deepened  They asked questions to clarify
understanding. their understanding and explore
concepts in greater depth.
 Presenters  Effective  They shared their findings with the
communication class, reinforcing their knowledge
skills. by explaining their work.
 Peer  Constructive  They provided feedback on
reviewers feedback skills. classmates' work, helping each
other improve and learn.
 Problem-  Application of  They applied learned concepts to
solvers problem-solving tackle and resolve specific
techniques. problems.
 Reflectors  Self-assessment  They thought about and articulated
and critical their learning process and
thinking. outcomes during class discussions.
 Contributors  Enrichment of  They added relevant insights and
class discussions. examples, enhancing the overall
learning experience.
 Others:  Others:  Others:
Please Specify Please Specify Please Specify
_______________ ___________________ ___________________________________

• ways forward

6) What could I have

7) What can I explore in the nest lesson?
done differently?
 Provide more  Allowing students to lead discussions and
opportunities for presentations can enhance engagement and
student-led promote deeper understanding.
discussions
 Include more real-  Integrating examples that relate directly to
world examples students' experiences can increase relevance and
connection to the content.
 Offer differentiated  Providing tasks at varying levels of difficulty
tasks ensures that all students are appropriately
challenged and supported.
 Encourage more peer-  Allowing students to teach concepts to each other
to-peer teaching can reinforce their understanding and build
confidence.
 Integrate technology  Utilizing educational apps or online resources can
more effectively make lessons more interactive and engaging.
 Allocate more time for  Providing structured time for students to reflect on
reflection their learning and discuss their thoughts can
deepen their understanding.
 Explore more creative  Introducing assignments that require creative
assignments problem-solving or project-based learning can
stimulate higher-order thinking.
 Enhance use of visual  Incorporating more diagrams, charts, or multimedia
aids presentations can help clarify complex concepts.
 Implement more  Engaging students in practical exercises can help
hands-on activities them apply concepts and gain a deeper
understanding.
 Foster more  Creating opportunities for group work can enhance
collaborative projects teamwork skills and provide varied perspectives on
the content.
 Others: Please Specify  Others: Please Specify
________________________ _______________________________________________________
Prepared by: Approved by:

SEGUNDINA T. QUINAN MARIBEL G. ADVINCULA

Subject Teacher School Head