DAILY School Grade Level Four

LESSON Teacher Learning Area Mathematics

PLAN Date/Time Quarter Fourth

I.OBJECTIVE Visualizes addition of similar fractions

II.CONTENT (Subject Matter) Visualizing Addition of Similar Fractions
A.References
1.Teacher’s Guide pages Teacher’s Guide in Mathematics 4 pages 142-146
2.Learner’s Materials pages Mathematics learner’s material pages 112-115
3.Text books
B.Other Learning Resources Building New Horizon in MATH A Simplified Approach Worktext pp 312-316
III.PROCEDURES
A. Preparatory 1.Drill
Activities Have a drill on reducing fractions to lowest terms.
2.Review
Have a review on the different kinds of fractions.
3. Motivation
Who among you have friends?
Have you ever prepared any gift for your friend?
What gift did you prepare or give to your friend as your birthday gift? In our lesson
today, let us find out what would be the birthday present or gif

B. Introduction Say: Today we will discuss about visualizing addition of similar fractions. Similar
fraction is a set of fractions with the same denominator such as 1/8, 5/8, 3/8, 4/8,
etc.. Now, let us take a look at this problem who about Nene who also give birthday
gift to her friend like you.

C. Teaching and Present this problem

Modelling Nene was wrapping her birthday gift to her friend. She used 2/6 yard of red ribbon and
2/6 yard of white ribbon. How many yards of ribbon did she use?

What is being asked in the problem?

What are the given?
What have you noticed in the given fractions? Yes, they are similar fractions because
they have the same denominator. So, how are we going to solve the problem?

Now, let us first visualize how do we add similar fractions.

Look at the illustration below

+ =

2/6 + 2/6 = 4/6 or 2/3

The numerators 2 and 2 are added.

The common denominator is retained.
2/3 is the lowest term of4/6

Give more examples and visualize their answer.

What is 8/20 + 2/20 ? Use regions to present your answer

8/20 + 2/ 20= 10/20 or ½

Where did we get 10?

What did we do with the common denominator?
What is the lowest term of 10/20?
 D. Guided Practice Name the fractions and add

E. Independent Illustrate each addition sentence using regions. Then find the value of N.
Practice 1. 2/9 = 7/9 = N
2. 10/15 = 2/15 = N
3. 6 /12 + 4/12 = N
4. 1/6 + 2/6 = N
5. 8/20 + 5/20 = N
F. Generalization How will you visualize addition of similar fractions?
To visualize addition of similar fractions, illustrate the given fractions using regions in any
shape or form as long as it is equally divided. Combine the illustrated regions to get the sum.
Reduce your answer to lowest terms if possible.
G. Application Write the fraction of each shaded region. Then, find the sum

IV.EVALUATION Match the illustration in column A with the addition sentence in column B.

V. ASSIGNMENT Read and solve.

1. If you add 5/20 to the sum of 4/20, what will you get? Illustrate your answer.
 DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time November 29, 2022 Quarter Fourth

I.OBJECTIVE Visualizes subtraction of similar fractions

II.CONTENT (Subject Matter) Visualizing Subtraction of Similar Fractions
A.References
1.Teacher’s Guide pages Teacher’s Guide in Mathematics 4 pages 142-146

2.Learner’s Materials pages Mathematics learner’s material pages 112-115

3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities 1.Drill
Drill
Match Column A with column B
a. 2/3
1. 2/12 + 6/12
b. 8/9
2. 7/15 + 8/15
c. 4/5
3. 3/6 + 1/6
d. 1
4. 2/10 +2/10 +1/10
e. 1/2
5. 8/18 + 8/18
2.Review
Ask: How do we visualize addition of similar fractions?
3. Motivation
Ask: Look at the picture. What can you say about the picture? What have you
observed? What do you think they are doing?

B.Introduction Today, our lesson is on visualizing subtraction of similar fractions. Let us find out
how do we visualize subtraction of similar fractions. Are you all ready?

C.Teaching and Modelling Present this situation:

Joseph and his mother bought a cake near Cathedral Church. They divided the cake into
eight equal parts. They ate 2/8 and brough home the rest. What part of the cake did they
bring home?

Answer the following questions:

1.Who bought a cake?
2.Into how many parts, did they divide the cake?
3.What part of the cake did they eat?
4.What is asked in the problem?
5.How are we going to solve the problem? What operation are we going to use?
 Say: I will show you, how to visualize subtraction of similar fractions.

Look at he illustration below.

6/8 can still be reduced to lowest terms by getting the GCF.

6/8 or 3/4 .

Therefore, Joseph and his mother brought home ¾ cake. Fractions with the same
denominator is again called similar fractions.

D.Guided Practice Subtract and express your answer in lowest terms if possible.

E.Independent Practice Visualize the following to find the answer. Reduce your answer to lowest terms if possible.

1. 5/6 – 1/6 = 2. 10/20 – 4/20 = 3. 4/8 – 2/8 =

F.Generalization How will you visualize subtraction of similar fractions?

To visualize subtraction of similar fractions, illustrate the given fractions using
regions in any shape or form as long as it is equally divided. Subtract the illustrated
regions to get the difference. Reduce your answer to lowest terms if possible.

G.Application Complete each number sentence by writing the missing fraction. Then use the shaded
regions to show the number sentence.

1.)

2.)
IV.EVALUATION Show the fractional parts of the given illustrations by using crayons or pencil to shade your
answer. Then, perform the indicated operation.

1.) 2.)

3.)

5/8 – 1/8=

V. ASSIGNMENT Read and solve.

1. What is 10/18 less than 4/18 in the lowest term? Visualize your answer.
 DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time December 01, 2022 Quarter Fourth

I.OBJECTIVE Visualizes subtraction of a fraction from a whole number.

II.CONTENT (Subject Matter) Visualizing Subtraction of a Fraction from a Whole Number
A.References
1.Teacher’s Guide pages
Teacher’s Guide in Mathematics pp. 150 - 153
2.Learner’s Materials pages Mathematics learner’s material pp. 119-121
3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities 1.Drill
Conduct an oral drill on subtracting similar fractions.
4/5 – 3/5 = 4/4 – 2/4 = 6/6 – 3/6 = 8/8 – 3/8 =
2.Review:

Conduct a review on remaining a whole number as a fraction.

1 = 2/2, 3/3, 4/4 2 = 1 2/2, 1 3/3, 1 4/4

3. Motivation:
Who among you have friends in your neighborhood?
Have you experienced sharing what you have with your friends?
What things do you usually share with them?
How did you feel after sharing something?

B.Introduction Say: For the past days, we have discussed how to visualize addition and subtraction of a
similar fractions. This time our focus is on visualizing subtraction of a fraction from a whole
number. Are you ready?

C.Teaching and Modelling Present the situation.

Ervin bought 1 meter of plastic cover for his notebook. He shared his plastic cover
with his classmate and only 1/ 4 meter was left with him. What part of the plastic cover
did Ervin share?

Ask:
What did Ervin buy?
What did he do with the plastic cover?
What kind of boy is Ervin? If you were Ervin, will you do the same?
What is asked for in the problem?
How will you solve for the answer to the problem?

Show the class on how to visualize the problem.

Solution 1 : Using an illustration

1 meter = 4/4 meter

¾ meter plastic cover shared ¼ meter plastic cover left

Solution 2 : Using a number line
1 meter

0/4 ¼ 2/ 4 3/ 4 4/4

¼ meter plastic cover left ¾ meter plastic covered shared

Another problem.
D.Guided Practice Find the difference.

1. 8/8 – 4/8 = ______

2. 8/8 – 6/8= ____

3. 4/4 – 2/4 = ____

4.
12/12 – 8/12 = ____

5. ___ - 7/12 = 5/12

E.Independent Practice Find the difference using number lines to show your answers.

1. 4 – 3/5 = 2. 5 – 4/7 = 3. 6 – 2/3 =

Find the difference using regions to show your answers.

4. 8 – 3/7 = 5. 6 – 4/5 =

F.Generalization Lead the pupils to generalize as follows:

To visualize subtracting a fraction from a whole number , use regions or number lines.

G.Application Read and answer the following questions below.

Randy bought 1 whole cartolina. He shared 3/8 of it with friends.
a. What part of the cartolina was left for him?
b. Shade the figure below to show your answer.

IV.EVALUATION Read, analyze and solve.

1. Genevieve was walking to school one day when she noticed that her handkerchief was
missing. She already walked 1 kilometer from her house. She thought that she had dropped it
on her way to school. She had back 3/9 kilometer when she found her handkerchief. How far
from home did she find her handkerchief.
Show in the number the path that Genevieve went through to find her handkerchief.

2. Carlo bought 1 whole rectangular cake. He shared 2/8 of it with friends.

a. What part of the cake was left for him?
b. Shade the figure below to show your answer.

3. What is the difference between 2 and 3/6?

Show your answer using a number line.

V. ASSIGNMENT Read and solve the following problems.

a. If 5/12 is subtracted from 5, what is the difference? Illustrate your answer.
 DAILY School Lucena West I Elem. School Grade Level Four
LESSON Teacher Maximino Garcia Jr. Learning Area Mathematics
PLAN Date/Time December 02, 2022 Quarter Fourth

I.OBJECTIVE Visualizes addition and subtraction of dissimilar fractions

II.CONTENT (Subject Matter) Visualizing Addition and Subtraction of Dissimilar Fractions

A.References
1.Teacher’s Guide pages Teacher’s Guide pages 154- 156

2.Learner’s Materials pages LM, pages 122-124

3.Text books
B.Other Learning Resources
III.PROCEDURES
A.Preparatory Activities 1.Drill
Conduct
Conduct a drill on adding and subtracting similar fractions.
Provide exercises on this
Examples: 3/8 + 5/8
9/10-7/10
2. Review:
Have a review on finding the Least Common Multiple (LCM) of two numbers. Provide
exercises on this.

Examples: Find the LCM of these numbers.

a. 4, 2 b. 6, 8 c. 3, 9 d. 3, 4

3. Motivation:
Ask pupils to group themselves into four and bring out this paper strips and crayons. Show a
strip similar to the ones they have.
Say: The whole strip is considered 1 whole. If you fold it into two, how do you call a part?
Say: Show a fraction equivalent to 2/3 using your strip of paper. Ask the class to use different
folds to represent the given fraction.

Example. 2/3 =______=_______=_______=_______

The group with the most number of correct fold wins.

B.Introduction Today we will discuss on adding on visualizing addition and subtraction of dissimilar
 fractions. Dissimilar fraction is a set of fractions with different denominators such as ½, 2/3,
¾, etc.

C.Teaching and Modelling Present this problem.

What if Ellen gave John 1/6 more chocolate bar? How much chocolate did John receive in
all?

D.Guided Practice Match expressions on the left with the illustrations on the right.
E.Independent Practice Illustrate by using rectangular regions, then solve
1.) 3/4 + 1/3
2.) 2/3 - 2/5
3.) 1/2 + 1/5
4.) 4/5 + ½
5.) 3/4 + 2/3

F.Generalization Lead the pupils to generalize as follows:

Visualizing addition and subtraction of dissimilar fractions can be done by using regions and
other models.
G.Application Illustrate to find the answer.
1.Larry spent 12/15 hour doing his assignments while Amado spent ¾ hour. Who
spent more time in doing assignments? By how much?
2.Luis had 8/10 meter of wood for the frame that he is doing. His father gave him ¼
meter more. How many meters of wood does he have now?

IV.EVALUATION Draw regions or a number line to find the answer.

1.)1/2 + 2/3
2.) 3/4 + 2/5
3.) 1/8 + 2/6
4.) ¾ - ½
5.) 4/5- 2/3
V. ASSIGNMENT Illustrate the following.
1.)8/9-1/3
2.)2/3 + ¼
3.)5/6 + 2/3
4.)3/4-1/6
5.)9/10-1/2