Mathematics: Quarter 2 - Module 4: Fractions

4
Mathematics
Quarter 2 – Module 4:
Fractions
CO_Q2_Mathematics4_Module4
Mathematics– Grade 4
Alternative Delivery Mode
Quarter 2 – Module 4: Fractions
First Edition, 2020
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4
Mathematics
Quarter 2 – Module 4:
Fractions
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our
dear learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall
guide you step-by-step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on
lessons in each SLM. This will tell you if you need to proceed on
completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity
and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the
Teacher are also provided to our facilitators and parents for
strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary
marks on any part of this SLM. Use a separate sheet of paper in
answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty
in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator.
Thank you.
What I Need to Know
There are some quantities that cannot be represented by a

whole number. A slice of cake and pizza, for example, cannot be
represented by a whole number and this is the reason why we use
fractions.
After going through this module, you are expected to:

1. identify proper fractions, improper fractions and mixed
numbers;
2. change improper fractions to mixed numbers and vice versa;
and
3. change fractions to lowest terms.
1 CO_Q2_Mathematics4_Module4
Kinds of Fractions
1
What I Know
Let us try to see what you know about the new lesson.
Remember to use a separate sheet for your answers.
Identify the given numbers as proper fraction, improper

fraction or mixed number.
1 2
1. ___________ 6. ___________
3 4
7 5
2. ___________ 7. ___________
4 2
9 10
3. ___________ 8. ___________
12 13
15 1
4. ___________ 9. 1
2
___________
6
5 6
5. 2
10
___________ 10. ___________
9
If you are done answering the activity, please

go to the Answer Key on page 30 and check if
your answers are correct.
Thank you for your honesty in answering
and checking your work. Hope you will do
this until the end of this module.
What’s In
Let us review first some of the concepts that can help you
understand fractions.
A. Match the fractions in column A to the illustrations in column

B. Write the letter of the correct answer.
Column A Column B
3 a.
1.
4
6 b.
2.
5
2 c.
3. 13
4 d.
4.
3
4 e.
5.
5
Have fun in doing the activities in this module.
Notes to the Teacher
The activities may be supplemented and enhanced

with some contextualized problems that will get the
interest of the learners to perform well in activities about
fractions.
What’s New
Let us start learning the new concept with the help of this
story problem.
Read and understand the problem, then answer the
questions that follow.
Neo, Marjo and Mike decided

to run as part of their daily
7
exercise. Neo run kilometer,
8
9
Marjo run kilometers while Mike
8
2
run 1 kilometers. Who among the
8
three runs the shortest distance?
What can you say about Neo, Marjo and Mike?

• They use to exercise daily to make their body strong and
healthy.
What is asked in the problem?
• Who among the three runs the shortest distance?
What are the given facts that can help you solve the problem?
7 9 2
• kilometer, kilometers, and 1 kilometers
8 8 8
You can solve the problem by drawing a picture.
Try to answer the activity. Have patience and have fun!
We will find out on the next part of this module whether you
answered the problem properly and correctly.
What is It
Let us try to compare the three fractions.
Observe the given figures.
7
Notice that is the shortest.
8
Therefore, Neo runs the shortest distance.
Three Kinds of Fractions:
Notice that:
7
In the fraction , the numerator is smaller than the
8
denominator. It is a fraction less than 1. It is a proper fraction.
9
In the fraction , the numerator is bigger than the
8
denominator. It is a fraction greater than 1. It is improper
fraction. A fraction whose numerator is equal to the denominator
is also an improper fraction. It is a fraction equal to 1.
8
An example is .
8
2
The fraction 1 , contains a whole number and a proper
8
fraction. It is a mixed number.
What’s More
Let us see if you already know how to identify the different

kinds of fractions.
Activity 1. Write the given fractions correctly in the appropriate

column in the table.
Proper Fractions Improper Fractions Mixed Numbers
and checking your work. Hope you will do this
until the end of this module.
What I Have Learned
You are doing great!

Always remember:
1. A proper fraction is a fraction whose numerator is less than
the denominator.
2. An improper fraction is a fraction whose numerator is
greater than or equal to the denominator.
3. A mixed number contains a whole number and a proper
fraction.
What I Can Do
Let us see if you are now ready to solve this problem.

9
Cris bought fruits for his family. He bought
8
2 1
kilograms of apple, kilogram of banana and 1 kilograms
4 2
of orange. Which fruit did he buy most?

Which is proper fraction? Improper fraction? Mixed
number?
1. What can you say about Cris? What kind of person is he?
2. Which fruit did he buy most?
3. Which is proper fraction? Improper fraction? Mixed number?
Assessment
You are now ready for the next activity.
A. Write P if the given is a proper fraction, I if it is an improper

fraction, and M if it is a mixed number.
7 26
1. 6.
11 14
9 12
2. 7 10 7.
8
3 3
3. 1 8.
8 21
15 6
4. 9.
30 9
9 1
5. 10. 10
9 4

Additional Activities
Let us try another problem.
Answer the problem.
12 13
1. A vegetable vendor sells 3 kilograms of ampalaya,
15 15
17
kilograms of sayote and kilograms of cabbage. Which vegetable
3
did he sell the most?
Which fraction is proper? Improper? Mixed number?
Now that you are done, please check your answers

using the Answer Key on page 30.
If you got all the problems correctly,

you may now proceed to Lesson 2.
Otherwise, kindly review the lessons and

ask the guidance of your teacher or learning facilitator.
Changing Improper Fractions to
2 Mixed Number and Vice Versa
What I Know
Let us try to see what you know about the new lesson.
Match the improper fraction in column A to its corresponding
mixed number in column B. Write the letter of your answer.
A B
6 1
1. 𝑎. 2
5 5
9 3
2. 𝑏. 1
7 10
3 1
3. 𝑐. 1
2 2
11 1
4. 𝑑. 1
5 5
13 2
5. 𝑒. 1
10 7
5 6
6. 𝑓. 1
2 9
11 2
7. 𝑔. 1
7 10
10 3
8. ℎ. 1
7 7
12 4
9. 𝑖. 1
10 7
15 1
10. 𝑗. 2
9 2

What’s In
Let us review first some of the concepts that can help you
understand fractions.
A. Circle the fractions that are less than 1, box the fractions that
are greater than 1 and put a check mark to the fractions that are
equal to 1.
1. 4.
1 1
2 3
2. 5.
4 1
1
4 3
3.
4
3

Have fun in doing the activities in this
module.
What’s New
Let us start learning the new concept with the help of this
story problem.

11
Carla will serve cake to her
5
visitors. How many whole cake and
fraction part of cake will she serve?
What can you say about Carla? What kind of person is she?
• Carla loves to serve her visitors. She is very hospitable.
What is asked in the problem?

• The number of whole cake and fraction part of cake that
she will serve her visitors.
What are the given facts that can help you solve the problem?
11
• cake
5
Try to answer the activity. Have patience and have fun!
We will find out on the next part of this module whether you
answered the problem properly and correctly.
What is It
You can solve the problem by drawing a picture.
Observe the given figures.
5
or 1 (If the numerator and
5
denominator are the same, the
fraction is equal to 1.)
11 5
5 or 1 (If the numerator and
5
denominator are the same, the
fraction is equal to 1.)
1
5
1
Notice that there are 2 whole cakes and of a cake.
5
1
We write it as 2 and read it as two and one-fifths.
5
So we say,
11 1
= 2
5 5
Improper Fraction to Mixed Numbers
You can also do it by computation.
Study the solution below.
Changing Improper Fraction to Mixed Number
The quotient is
the whole
02 or 2 number
The divisor is
1
5 11 2
the
denominator -10 5
1 The remainder
is the
numerator
To change improper fraction to mixed number:
1. divide the numerator by the denominator;
2. if the quotient has no remainder then the answer is

simply the quotient itself. To represent it as fraction, use
1 as its denominator;
3. if the quotient has a remainder, then it can be

expressed as mixed numbers:
a. the quotient is the whole number;

b. the remainder is the numerator; and
c. the divisor is the denominator.
11 1
So, which is an improper fraction can be written as 2 in
5 5
mixed number.
That is how we change improper fraction to mixed number.
Now, let us try doing it the other way around.
1
Change 2 to improper fraction.
5
Try to observe how it is done.
Changing Mixed Number to Improper Fraction
2. Add the product

and the numerator 10 + 1 = 11
2 3. The sum is the
numerator
+
1 11 3
2 =
5 5 4
x 4. Just copy the
1 1. denominator
5 x 2 = 10 Multiply the
denominator by the
whole number
To change mixed number to improper fraction:
1. Multiply the denominator with the whole number;
2. Add the product to the numerator;
3. Write the sum as the numerator of the improper fraction;

and
4. Copy the denominator.
1
Therefore, 2 which is a mixed number can be written as an
5
11
improper fraction as and read as eleven-fifths.
5
What’s More
Let us see if you already know how to change improper

fraction to mixed number and mixed number to improper fraction.
Activity 1. Change the following improper fractions to mixed
numbers by filling in the box with the correct number.
5 2 7 9
1. =1 2. =2 3. =1
3 3 3 5 5
8 1 9
4. =1 5. =2
7 4 4
Activity 2. Change the following mixed numbers to improper

fractions by filling in the box with the correct number.
2 8 3 1 10
1. 2 = 2. 1 = 3. 3 =
3 4 4 3
5 7
4. 1 = 5. 2 =
6 6 8 8
If you are done answering the activity, please go

to the Answer Key on page 31 and check if your
answers are correct.
and checking your work. I hope you will do
What I Have Learned
You are doing great!
Always remember:
1. To rewrite an improper fraction as mixed number, divide the

numerator by the denominator, the quotient will be the
whole number, the remainder will be the numerator and the
divisor will be its denominator.
2. To rewrite a mixed number as an improper fraction,
multiply the denominator by the whole number, then add
the numerator to the product. Write the sum as the
numerator and copy the given denominator.
What I Can Do
Let us see if you are now ready to solve this problem.

Mang Carlo tied their

garden fence using a
rope to safeguard their
vegetables from animals.
7
He used meters of rope.
6
7
What is in mixed
6
number?
7
1. What kind of fraction is ?
6
7
2. How will you change to mixed number?
6
7
3. What is in mixed number?
6
4. What can you say about Mang Carlo? What kind of person
is he?
Assessment
You are now ready for the next activity.

A. Change the following improper fractions to mixed numbers.
7 8 9
1. 2. 3.
4 7 5
B. Change the following mixed numbers to improper fractions.
2 3 1
4. 2 5. 3 6. 4
3 4 5
C. Match the given fractions in column A to those that are in
column B.
A B
13 6
7. a. 3
4 8
16 1
8. b. 3
5 5
14 1
9. c. 3
3 4
30 2
10. d. 4
8 3

Let us try some more. Solve each problem.

3
1. How many fourths are there in 2 ?
4
1
2. How many fifths are there in 6 ?
5
Now that you are done with the lesson, please check
your answers using the Answer Key on page 31.
If you got all the problems correctly, you may
now proceed to Lesson 3.
Otherwise, kindly review the lesson and ask
the guidance of your teacher or learning facilitator.
Changing Fractions to Lowest
3 Terms
Even if a fraction looks different from another fraction, they

may actually represent the same amount only that one of the
fractions has reduced terms compared to the other. You may need
to reduce the terms of fractions to work with them in an equation.
Reducing fractions to lowest terms involves division, thus you

will need your prior knowledge on division. In this module, you will
learn how to change fraction to its lowest term by dividing both the
numerator and denominator with their Greatest Common Factor
(GCF). You will be reminded also of the different methods of getting
the GCF.
What I Know
A. Study each pair of illustrations below then check the number

that represents the same fraction.
1.
2.
3.
4.
5.
B. Fill in the box with the correct numerator or denominator.
6) 9)
7) 10)
8)

go to the Answer Key on page 32 and check
if your answers are correct.
Thank you for your honesty in
answering and checking your work. I hope
you will do this until the end of this module.
What’s In
Let us review your previous lesson in getting the GCF of a

pair of numbers using the different methods: Listing Method,
Continuous Division and Prime Factorization.
Find the GCF of 3 and 18.
a. by Listing Method:
Factor of 3: 1, 3
Factors of 18: 1, 2, 3, 6, 9, 18
GCF: 3
b. by Continuous Division
3 3 18
1 6
GCF: 3
c. by using Prime Factorization, cancellation of common prime
factors, then multiplying the remaining factor to get the answer
List down the prime factors of 3 and 18.

3=3
18 = 3 x 2 x 3
Multiply the common prime factors of 3 and 18 to get the GCF.
3=3
18 = 3 x 2 x 3
3
GCF: 3
Find the GCF of the following numbers:
1) 12 and 18 4) 18 and 27
2) 16 and 48 5) 14 and 42
3) 12 and 24

What’s New
EXPLORE AND DISCOVER
Every Saturday
morning, Kylie helps Greg
clean their house for 2 hours.
What fraction of the day do
they spend on this? Express
your answer in lowest term.
What did Kylie and Greg do every Saturday morning?

• They help in cleaning their house every Saturday
morning.
How many hours do they spend in cleaning the house?
• They spent 2 hours in cleaning their house.
How will you describe Kylie and Greg?
• They are responsible children.
Is it good to help your parents do the household chores? Why?
• Yes, because it is one way to show to our parents that
we are grateful for all the good things they do to us.
Aside from cleaning the house, what other chores can we do at
home?
• The other chores we can do at home are washing the
dishes, watering the plants, and feeding our pets.
What is asked in the problem? How will you solve it?
• The fraction of the day they spent in cleaning the house.
What is It
READ AND LEARN MORE
To answer the problem presented above, you have to write the

fractional part spent cleaning the house then express it to lowest
term. To reduce the fraction to lowest term, you have to get the
GCF of the numerator and the denominator.
Let us analyze the problem:
1. Analyze the given facts:
How many hours did they spend cleaning the house?

• Kylie and Greg spent 2 hours in cleaning the house.
2. Answer the questions stated:

How many hours in a day?
• They spent 2 hours in 24 hours.
3. Express the answer into fraction.
Now let us visualize the fraction presented to understand
clearly the problem.
Based from the illustration above, we can say that is the
same with thus this becomes the reduced fraction or the lowest
term. We can reduce a fraction to its lowest term by dividing the

numerator and the denominator with their Greatest Common
Factor (GCF).
2 is the GCF of 2 and 24
÷2 =
÷2
To get the GCF of both the numerator and the denominator,

you can use any of the methods discussed earlier – Listing Method,
Continuous Division, and Prime Factorization.
Here are the other examples, study them carefully and be
ready for the activities later.
Example 1:
Observe the shaded parts of the two sheets having the same size.
GCF
Therefore, there are 2 parts out of the 8 parts to get ¼ of the sheet.
Example 2:
Give the simplest form of each fraction.
a.
b.
To change a fraction to its lowest term,

divide both the numerator and the denominator
by their GCF.
Now, try to change more fractions to its
lowest term in the next exercises.
What’s More
Activity 1:
Name the shaded parts of the fraction on the right side then
write inside the box TRUE if it shows fraction in lowest term and
FALSE if it does not.
1.
6
____________
18
2.
5
____________
20
3.
24
____________
32
4.
2
____________
6
5.
2
____________
4
Activity 2:
Find the lowest term of each fraction. Choose your answer
from the choices given. Each answer has a corresponding letter.
Write the letter on the blank to get the answer to the question
below.
Who created the 4-step plan in problem solving?
______ ______ _____ _____ _____

4 7 3 5 8
1. 2. 3. 4. 5.
7 21 12 10 40
1 1 4 1 1
A– Y- P- L- O-
5 2 7 4 3
Activity 3:
Match the fraction in Column A with its lowest term in Column B.
Column A Column B
8 3
1. a.
24 7
5 1
2. b.
40 2
12 1
3. c.
28 3
30 1
4. d.
48 8
28 5
5. e.
56 8

What I Have Learned
Remember!
A fraction is in its lowest term if the
numerator and the denominator have no other
common factor except 1.
To reduce a fraction to its lowest term,
divide the numerator and denominator by
their GCF (Greatest Common Factor).
What I Can Do
APPLY YOUR SKILLS

Read each problem then solve.
1. Every Saturday, Claire and her mother go to the market
to buy food. On each day in the market, they spend 3
hours including the travel time. What fraction of the day
is used in going to the market to buy food every
Saturday? Express your answer in lowest term.
7
2. A farmer planted of his farm with pechay. How many
21
thirds of the farm was planted with pechay?

and checking your work. I hope you will do this
Assessment
Change the following fractions to its lowest terms.

9 4 12 15 30
1. 2. 3. 4. 5.
15 10 16 20 35
10 15 9 6 7
6. 7. 8. 9. 10.
25 18 18 24 21

and checking your work. I hope you will do this
Fill in the box with the correct numerator or denominator to

get the lowest term of each fraction.
26 20 14 7
1. = 2. = 3. =
48 24 25 5 18
18 24 6
4. = 5. =
27 3 28
Now that you are done, please check your

answers using the Answer Key on page 32.
If you got all the problems correctly, you

may now proceed to the next module.
Otherwise, kindly review the lesson and

ask the guidance of your teacher or learning facilitator.
Answer Key
LESSON 1: KINDS OF FRACTIONS
What I Know (page 2) 15

1. Proper Fraction 6. Proper Fraction 12
Mixed Number - 3
2. Improper Fraction 7. Improper Fraction 3
Improper Fraction -
3. Proper Fraction 8. Proper Fraction 17
15
4. Improper Fraction 9. Mixed Number 13
Proper Fraction -
5. Mixed Number 10. Proper Fraction 1. Cabbage
What’s In (page 3)
1. b 10. M 5. I
2. c 9. P 4. P
3. a 8. P 3. M
4. e 7. I 2. M
5. d 6. I 1. P
Assessment
What’s More (page 6)
Proper Fraction Improper Fraction 2 Mixed Number
Mixed Number - 1
4 16 5 17 8 14 18 20 1 3 5
8
2 8
Improper Fraction -
8 18 12 18 7 12 15 8 9 9 6
4
Proper Fraction - 3.
2
Orange 2.
What I Can Do (page 7-8) Cris loves his family. He is thoughtful. 1.
1. Cris loves his family. He is thoughtful. Can Do What I
2. Orange
2
3. Proper Fraction -
4
9
Improper Fraction -
9 6 12 15 8 7 18 12 18
8
8 2 8
3 5 1 14 18 20 8 16 5 17
4
Mixed Number - 1
Mixed Number 2 Improper Fraction Proper Fraction
What’s More
Assessment (page 8)
1. P 6. I d 5.
2. M 7. I e 4.
3. M 8. P a 3.
4. P 9. P c 2.
5. I 10. M b 1.
In What’s
Additional Activities (page 10)
1. Cabbage 10. Proper Fraction Mixed Number 5.
13
Proper Fraction - 9. Mixed Number Improper Fraction 4.
15 8. Proper Fraction Proper Fraction 3.
17
Improper Fraction -
3 7. Improper Fraction Improper Fraction 2.
12
Mixed Number - 3 6. Proper Fraction Proper Fraction 1.
15 Know What I
LESSON 1: KINDS OF FRACTIONS
LESSON 2: CHANGING IMPROPER FRACTION TO MIXED NUMBER AND VICE VERSA
5
What I Know (page 11) 31
2.
1. d 6. j 1.
4
2. e 7. i 11
c 8. h
3.
4. a 9. g
5. b 10. f
10. a
5 5
9. d 6. 3. 1
What’s In (page 12)
21 4
4 7
8. b 5. 2. 1
15 1
3 4
7. c 4. 1. 1
8 3
C B A
Assessment
He is always prepared. He is hardworking. 4.

6
1 3.
1
numerator.
2. Divide 7 by 6, use the quotient as the whole number and then use the remainder as the
1. Improper Fraction
What I Can Do
5. 23 5. 1
4. 11 4. 7
What’s More (page 17) 3. 3 3. 4
Activity 1 Activity 2
2. 7 2. 1
1. 3 1. 3 1. 3 1. 3
2. 1 2. 7 Activity 2 Activity 1
3. 4 3. 3 What’s More
4. 7 4. 11
5. 1 5. 23
What I Can Do (page 18-19)

1. Improper Fraction
2. Divide 7 by 6, use the quotient as the whole number and then use the remainder as the
numerator.
1
3. 1
6
4. He is always prepared. He is hardworking.
Assessment (page 19)

A B C
3 8
1. 1 4. 7. c
4 3
1 15
2. 1 5. 8. b What’s In
7 4
4 21
3. 1 6. 9. d
5 5 10. f b 5.
10. a
9. g a 4.
8. h c 3.
Additional Activities (page 20) 7. i e 2.
11
1. 6. j d 1.
4
31 Know What I
2.
5
LESSON 2: CHANGING IMPROPER FRACTION TO MIXED NUMBER AND VICE VERSA
LESSON 3: CHANGING FRACTIONS TO LOWEST TERMS
What I Know (pages 21-22)

A. B. (page 2)
Additional Activities:
What’s In (page 23-24)
Assessment
What’s More (pages 27-29)

Activity 1:
Apply Your Skills

What I Can Do
Activity 2:
Activity 3:
Activity 3:
Activity 2:
What I Can Do (page 30)

Apply Your Skills
Activity 1:
What’s More
Assessment (page 30)
What’s In
Additional Activities: (page 31)
B. (page 2) A.
What I Know
LESSON 3: CHANGING FRACTIONS TO LOWEST TERMS
References
K to 12 Mathematics Curriculum Guide, August 2016

Tabilang, Alma R. et. Al, 2015, Mathematics 4 Learner’s Material
pp. 103-111, Department of Education
Tabilang, Alma R. et. Al, 2015, Mathematics 4 Teacher’s Guide
pp. 136-141, Department of Education
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: [email protected] * [email protected]

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4

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Development Team of the Module

Writers: Michael L. Delgado, Marjorie Ann F. Deramas

Printed in the Philippines by ________________________

Department of Education – Region V

Office Address: Regional Center Site, Rawis, Legazpi City 4500

There are some quantities that cannot be represented by a

After going through this module, you are expected to:

Remember to use a separate sheet for your answers.

Identify the given numbers as proper fraction, improper

If you are done answering the activity, please

A. Match the fractions in column A to the illustrations in column

Notes to the Teacher

The activities may be supplemented and enhanced

Neo, Marjo and Mike decided

What can you say about Neo, Marjo and Mike?

You can solve the problem by drawing a picture.

Try to answer the activity. Have patience and have fun!

Let us try to compare the three fractions.

Observe the given figures.

Therefore, Neo runs the shortest distance.

Let us see if you already know how to identify the different

Activity 1. Write the given fractions correctly in the appropriate

Proper Fractions Improper Fractions Mixed Numbers

What I Have Learned

You are doing great!

Let us see if you are now ready to solve this problem.

Read and understand the problem, then answer the

of orange. Which fruit did he buy most?

2. Which fruit did he buy most?

3. Which is proper fraction? Improper fraction? Mixed number?

You are now ready for the next activity.

A. Write P if the given is a proper fraction, I if it is an improper

If you are done answering the activity, please

Let us try another problem.

Answer the problem.

Now that you are done, please check your answers

If you got all the problems correctly,

Otherwise, kindly review the lessons and

If you are done answering the activity, please

If you are done answering the activity, please

Read and understand the problem, then answer the

What is asked in the problem?

Try to answer the activity. Have patience and have fun!

You can solve the problem by drawing a picture.

Observe the given figures.

Improper Fraction to Mixed Numbers

You can also do it by computation.

Study the solution below.

To change improper fraction to mixed number:

1. divide the numerator by the denominator;

2. if the quotient has no remainder then the answer is

3. if the quotient has a remainder, then it can be

a. the quotient is the whole number;

That is how we change improper fraction to mixed number.

Now, let us try doing it the other way around.

Try to observe how it is done.

2. Add the product

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