Language Strategies in Teaching Science and Mathematics

LESSON PLAN

Group Members: Guevara, Analyn A.

Gurat, Melanie G.
Bautista, Gerome H.

Grade Level: Grade 4 Core Content: Improper Fractions and Mixed Numbers

Content Standard:
The learner demonstrates understanding of improper fractions and mixed numbers.
Learning Competency:
The learner changes improper fraction to mixed numbers and vice versa.
Learning Objectives:
At the end of the lesson, the pupils should have:
1. visualized improper fractions and mixed numbers using regions and numerals;
2. changed improper fractions to mixed numbers; and
3. shared the family value of being helpful and hospitable.

INSTRUCTIONAL PROCEDURE
Parts of the Lesson Description of Activities
Elicit or Engage Review
Show the following fractions to the students:
4 1 18 5 43 2
3 7
7 2 5 13 3 5

What kind of fractions do you see? Can you identify which fractions are of the same
kind?
4 5
There are proper fractions which are 7 and 13.
18 43
There are improper fractions which are and .
5 3
1 2
There are mixed numbers which are 3 2 and 7 5.

Motivation
Ask the following questions:
1. How often do you have visitors during weekends?
2. What do you do if you have visitors?
3. How can you entertain the visitors?

Explain to the pupils that Filipinos, when having visitors, shows the value of being
hospitable by serving food.

Presentation of the Problem

Ask one pupil to read the problem to the whole class.
Problem
Your mother baked buko pies for your visitors. She asked you to slice each of the
buko pies into eight equal parts. When you ate one of the slices, you noticed that
23
you made 8 buko pies. How many whole buko pies and slices will be served to
your visitors?

Developed by Region 02 during the DOST-SEI Training of Trainers on Language Strategies in Teaching Science and Mathematics,
The Pearl Manila Hotel, Ermita, Manila on October 2-7, 2018.
 Parts of the Lesson Description of Activities
What did your mother bake? And for whom?
My mother baked buko pies for my visitors.

Have you seen a buko pie? What does it look like? Can you draw it for the whole
class?
Yes. A buko pie is in a circular shape.

What did you do with the buko pies?

I was asked to slice the buko pies. I ate one of the slices.

Provide the instructions before starting the activity:

1. The class will be forming groups with a maximum of 4 members.
2. All groups will answer the same problem using the following steps:
a. Understanding the Problem
b. Devising a Plan
c. Carrying Out the Plan
d. Looking Back
3. All the answers will be organized using some frames.
4. After 10 minutes, the groups will present their outputs.
Explore Pupils have to complete the following frames to state the problem and their solution
in their own understanding:

I. Understanding the Problem

After reading the problem, I know that _______________________
In addition, ______________________________________________
I need to know ___________________________________________
II. Devising a Plan
Here is how we will solve the problem: ________________________
III. Carrying Out the Plan
Solution 1: By drawing regions

8 8 7
8 8 8

The figure shows two complete buko pies and one buko pie with seven remaining
7
slices. It shows 2 and 7/8 buko pies or 2 8 buko pies.

Developed by Region 02 during the DOST-SEI Training of Trainers on Language Strategies in Teaching Science and Mathematics,
The Pearl Manila Hotel, Ermita, Manila on October 2-7, 2018.
 Parts of the Lesson Description of Activities
Solution 2: By division
23
= 23 ÷ 8 = 2 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 7
8
23 7
Express the remainder as a fraction. So, 8 = 2 8

IV. Looking Back

We can also solve the problem in this way: _____________________

Explain Reporting of Pupils’ Outputs

I. Understanding the Problem (for Solutions 1 and 2)

After reading the problem, I know that I sliced the buko pie my mother baked into 8
equal slices.
In addition, I know that I ate one of the slices of the buko pies my mother baked and
23
there were 8 buko pies left.
I need to know how many whole buko pies and sliced were left to be served to my
visitors.

For Solution 1:
Devising a Plan:
Our plan was to use a drawing or regions to show the buko pies my mother baked,
23
and counting the number of whole buko pies and slices from the 8 buko pies that
were left.

Carrying Out the Plan:

23
In our solution, it is shown that the 8 buko pies mean that there 23 equal slices.
Since each buko pie was sliced into 8 equal slices, we formed two whole buko pies
for a total of 16 slices. There are 7 slices left and these cannot make a whole buko
7
pie. So, it was transformed to a fraction 8. Putting together number of whole buko
7
pies and slices, it would be 2 8 buko pies.

Looking Back:
From our solution, we saw that the problem can be solved using simple division.

For Solution 2:
Devising a Plan:
Our plan is to use simple division since we will determine how many whole buko pies
23
and slices are in 8

Carrying Out the Plan:

We divided 23 by 8 and it is equal to 2 with a remainder of 7. It means that there are
7
2 whole buko pies and 7 remaining slices. This can be converted to 2 8 buko pies.

Looking Back:
We can visualize the problem using a diagram with shaded regions for the slices of
the buko pies.

Developed by Region 02 during the DOST-SEI Training of Trainers on Language Strategies in Teaching Science and Mathematics,
The Pearl Manila Hotel, Ermita, Manila on October 2-7, 2018.
 Parts of the Lesson Description of Activities
After presenting the outputs, ask the following questions:
1. What two concepts in fractions did we involve in our activity?
The activity involved improper fraction and mixed numbers.

2. Which of the fractions in your activity is an improper fraction? A mixed

fraction?
23 7
The improper fraction is 8 while the mixed number is 2 8.

23
3. What process happened from the fraction 8 in the problem? How?
The activity we did changed the improper fraction to a mixed number in two
ways – using regions and using division.

Explain the process to the pupils or let a pupil explain the process. The numerator
will be divided by the denominator. Reiterate that if there is a remainder, it will be
expressed as a fraction.

Ask the pupils to complete the following frame:

To rename an ___________________ as a ____________________, divide the
___________________ by the _________________, and express the remainder (if
any) as a _________________.

To rename an improper fraction as a mixed number, divide the numerator by the

denominator, and express the remainder (if any) as a fraction.

Elaborate What if you ate three slices before serving the buko pies to your visitors? How many
whole buko pies and slices will be served to your visitors?
21
There will be 8 buko pies left. So, using division, it will be
21
= 21 ÷ 8 = 2 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 5
8
5
This can be written as 2 8 buko pies.

Change the following improper fractions to mixed numbers:

27
1. 5
35
2. 8
43
3. 4
Evaluate or Extend Pose the question:
What if you are given a mixed number? How do you turn it into an improper
fraction?
To rename a ___________________ as an ____________________, multiply the
_________________ by the _______________, and then add the
_________________ to the product. Write the sum over the given _____________.

To rename a mixed number as an improper fraction, multiply the denominator by

the whole number, and then add the numerator to the product. Write the sum over
the given denominator.

Developed by Region 02 during the DOST-SEI Training of Trainers on Language Strategies in Teaching Science and Mathematics,
The Pearl Manila Hotel, Ermita, Manila on October 2-7, 2018.