4 5 6

Modelling Dissimilar Fractions With Denominators Up To 10 Using:

● Fraction Strips/Bars

0
● Fraction Disks/Circles
● Number Line
Modelling Equivalent Fractions Using:
2
1
● Fraction Strips/Bars
● Fraction Disks/Circle
● Number Line 3
Mathematics 4
Quarter 3, Week 1

7 8 9
 Learning Competency
1. Represent dissimilar
fractions, with
denominators up to 10,
using models.
2. Generate equivalent
fractions using models
DAY 1
Name and identify
the kinds of fractions
represented by the
given figures.
To classify fractions according to their
kinds, the following tables may be
utilized: Table 1. Proper and Improper
Fractions, Mixed/Whole Numbers. The
pupils will be asked to classify each
fractions individually. They will also
name
each given fraction and identify each
kind by completing the given table.
Table 2. Set of fractions with the same
denominators and set of fractions with
different denominators. The pupils will be
asked to classify the fractions by forming
three sets of fractions, of which 1 set is
composed of fractions with the same
denominators and two sets are composed
of fractions with different denominators.
They will also name each given fraction.
1. What have you noticed with the
denominators of the 1st set of fractions in
table 2? 2nd set and 3rd set of fractions
in the same table?
- The 1st set of fractions have the same
denominators
- The 2nd set of fractions have different
denominators
2. Aside from having either common
or different denominators, what have
you noticed with the kinds of fractions
given within a set of fractions?
- The sets of fractions are
combinations of proper fractions,
improper fractions, and mixed/whole
numbers.
• Similar fractions are sets of fractions
with common denominators.
• Dissimilar fractions are sets of
fractions with different denominators.
• As a set, both similar and dissimilar
fractions may compose of proper
fraction, improper fraction, and
mixed/whole number.
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 was distributed
among her friends?
Paper 2: Theon divided his
paper into eight equal
parts and shaded half of
it.
What fraction represents
the shaded part?
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 in
the rest of the vegetable garden.
What part of the garden will be
planted with
Paper 4: Kelvin decided to
divide his paper into six
equal parts and shaded
two parts of it. What
fraction represents the
shaded part?
To process the activity,
the teacher will ask the
following after some
pupils have already
posted their outputs on
the board:
Represent the fraction 3/8 and 5/6 using
fraction strips. How can you visually
compare the two fractions?

Draw a rectangle divided into 7 equal parts

to represent the fraction 4/7, and another
rectangle divided into 9 equal parts to
represent 2/9. Color the appropriate number
of sections for each fraction. How do the
sizes of the colored sections compare?
Based on your representations
of dissimilar fractions with
different denominators, how
can you determine which
fraction is larger or smaller
when the fractions do not have
a common denominator?
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.
DAY 2
What are the ways to
represent dissimilar
fractions with
denominators up to
10 using models?
Study the
fractions
below.
• What do you observe about the
denominators in the first and
second set of fractions ?
• Aside from having common or
different denominators, what do
you notice about the types of
fractions within each set?
• Similar fractions are fractions
that have the same denominator.
• Dissimilar fractions are fractions
that have different denominators.
• Both similar and dissimilar
fractions can consist of proper
fractions, improper fractions, and
mixed or whole numbers.
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.
Using fractions strips
and/or fraction bars,
the pupils will model
the following sets
dissimilar fractions:
Using fractions
disks/fraction bars,
the pupils will model
the following sets
dissimilar fractions:
Using a number line,
the pupils will model
the following sets
dissimilar fractions:
• Use a number line to represent the fractions
2/5 and 7/10. Mark both fractions on the same
number line and explain how the distance
between the fractions differs.
• Create a circle divided into 6 equal parts for
the fraction 1/6 and another circle divided into 8
equal parts for 3/8. Shade the appropriate
number of sections for each fraction. Which
fraction covers a larger portion of the circle?
• Using two sets of fraction bars,
one for 3/4 and one for 5/9,
match each fraction with its
corresponding model. How do the
lengths of the bars compare, and
what does this tell you about the
size of the fractions?
Based on your representations of
dissimilar fractions with different
denominators, how can you
determine which fraction is larger
or smaller when the fractions do
not have a common
denominator?
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.
• Illustration Method (Choose one for each set):
• Fraction Bars/Strips: Draw horizontal bars
divided into equal parts to represent each
fraction. Shade the appropriate sections based on
the numerator.
• Fraction Discs/Circles: Draw circles divided into
equal parts, shading the corresponding parts to
represent the given fractions.
• Number Lines: Draw number lines and place
the given fractions correctly on the line, ensuring
the intervals are consistent.
• For the final two questions
(4 and 5):
You will need to identify the
set of dissimilar fractions from
given models and name the
fractions depicted.
DAY 3
Give examples
of dissimilar
fractions.
Today, we will learn about
modelling equivalent
fractions using fraction
strips/bars, fraction
disks/circle, and number
line
• Similar fractions are fractions that
have identical denominators.
• Dissimilar fractions are fractions
that have different denominators.
• Both similar and dissimilar
fractions can include proper
fractions, improper fractions, and
mixed or whole numbers.
Matching Fraction Twin Cards
The teacher will place fraction cards with the
illustrations/models under the pupils’ chairs. The
pupils who find a fraction card under their chairs will
find
their match by looking for a classmate holding a
fraction card with the same value. Those who found
their twin card will be asked to stay in front to
introduce
their fraction cards. After the introduction, the twin
cards will be posted on the board. For the
introduction, the pupils will show their fraction cards
We are fractions with the
same value or quantity.
Below are the models found
on each of the fraction
cards:
1. What have you noticed with the
denominators of each pair of fractions?
They have different denominators.
2. What have you noticed with their
numerators? They have different
numerators.
3. How were you able to identify your twin
fractions? I looked for fractions with the
same size. Checking which fraction discs
overlap.
Equivalent fractions are fractions
with different numerators and
denominators 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
Ask the following questions:
1. What fraction does each shaded part
represent?
2. What did you notice on the size of each
shaded part?
3. How do you call fractions that name or
represent the same fraction?
4. Draw another strip below the diagram to
represent another fraction equivalent to 1 2 , 2
4 , 3 6 , and 4 8 .
• Question 1:
Using a fraction strip model, show how to
generate an equivalent fraction for 12\frac{1}
{2}21. What is the equivalent fraction with a
denominator of 4?
• Question 2:
If you have a circle divided into 8 equal parts,
and you shade 4 of those parts, what fraction is
represented? How can you generate an
equivalent fraction with a denominator of 2
using the model?
• Question 3:
Using a rectangle model divided
into 6 equal parts, shade 3 parts.
What is the fraction? How can
you create an equivalent fraction
with a denominator of 12 using
the model?
• Question 4:
You have a bar model divided into 10 equal
sections, and 4 sections are shaded. How can you
use this model to find an equivalent fraction with
a denominator of 20?
• Question 5:
Using a fraction circle model, shade 23\frac{2}
{3}32 of the circle. Can you generate an
equivalent fraction with a denominator of 6 using
the model? What is the new fraction?
DAY 4
What do you mean by
equivalent fractions ?

Can you give examples of

equivalent fractions ?
Today, we will learn about
modelling equivalent
fractions using fraction
strips/bars, fraction
disks/circle, and number
line
Equivalent fractions are fractions that
represent the same value or
proportion, even though they may
have different numerators and
denominators. In other words, two
fractions are equivalent if they
simplify to the same fraction when
reduced to their simplest form.
The teacher will place fraction cards with
illustrations/models under the students' chairs.
When students discover a fraction card beneath
their chairs, they must find their matching card
by searching for a classmate holding a fraction
card with the same value. Once students have
found their matching card, they will come to the
front and introduce their fractions. During the
introduction, each student will show their fraction
cards and say something like:
"I am 34\frac{3}{4}43 and I
am 68\frac{6}{8}86. We are
fractions with the same value
or quantity." After the
introductions, the matching
fraction cards will be
displayed on the board.
• What did you observe about the denominators of
each pair of fractions?
The denominators are different.
• What did you notice about their numerators?
The numerators are also different.
• How did you identify your matching fractions?
I looked for fractions that represented the same
amount, checking which fraction discs overlapped.
• What do you call fractions that represent the same
amount?
These are called equivalent fractions.
1. What fraction does each shaded part
represent?

2. What did you notice on the size of

each shaded part?

3. How do you call fractions that name

or represent the same fraction?
How can you compare
fractions with different
denominators to determine
which is larger or smaller, by
using equivalent fractions with
a common denominator?
Draw/Model the fractions using
fraction bars/strips, fraction
circles/disks, and 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.
DAY 5
Below are
examples of
shaded circles
representing
The same line of
questioning used in the
previous example
(example 1) may be
applied. Let us have
another example
The teacher will ask the
pupils to model the
following using fraction
strips/bars, fraction
circles/disks, and number
lines.
Answer the
following
questions.
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.
How can you compare
fractions with different
denominators to determine
which is larger or smaller, by
using equivalent fractions with
a common denominator?
Choose from the box the
fraction/s equivalent to the given
fraction. Then, draw each of them
using either fraction strips/bars,
fraction disks/circle, or number
line. Use the table provided to
organize your answers.