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LAS Math 4 Week 6.2 Francisca R. Mompero

The learner visualizes decimal numbers using models like blocks, grids, and number lines to show the relationship to fractions. The learner is shown how to use these models to represent 0.3 as the portion of a pie that was given to friends. The learner then renames decimal numbers to fractions where the denominators are factors of 10 or 100. Examples are shown of renaming 0.8 as 8/10 and writing decimal numbers like 0.23 as words.

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Neil Tomenes
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2K views7 pages

LAS Math 4 Week 6.2 Francisca R. Mompero

The learner visualizes decimal numbers using models like blocks, grids, and number lines to show the relationship to fractions. The learner is shown how to use these models to represent 0.3 as the portion of a pie that was given to friends. The learner then renames decimal numbers to fractions where the denominators are factors of 10 or 100. Examples are shown of renaming 0.8 as 8/10 and writing decimal numbers like 0.23 as words.

Uploaded by

Neil Tomenes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MELC: The learner visualizes decimal numbers using models like blocks, grids,

number lines and money to show the relationship to fractions. (M4NS-IIi -99)
Lesson/Topic: Visualizing Decimal
Reference/Source: k TO 12 Grade 4 Curriculum, LM Math Grade 4 pages
134 to 136, Teacher guide pages 176 -178

Activity No. 3: Show Me Day: 3

Objective: Visualize decimal Numbers using Models like, Blocks, Grids,


number line or money to show relationship to fraction.

KEY CONCEPT:

To visualize a decimal number, we use grid, blocks, number line or


money

Explore and discover

Present a situation problem:

Neo went to a bakeshop. He bought a cassava pie for his snacks.


He sliced the pie into ten equal parts and gave 3 parts to his friends.
What decimal part of the pie was given to his friends?

Solution

A. Use of Grid
Color the grid to visualize 0.3 , the part of the pie given to Neo’s
friends.

3
10

3
There are 3 grid color out of 10, This can be written as 10 I n a
fraction form or 0.3 in decimal form.
1
B. Use of Blocks / Cubes

Look at the blocks or cubes model below to visualize , the part of the pie
given to Neo’s friend

Whole

Cross out 3 cubes from the whole unit

3
There are 3 cubes crossed out of 10. This can be written as 10 in a
fraction form or 0.3 in decimal form.

C. Use of Number Lines

Use the drawing below representing the number line. Then color the
posts to visualizes 0.3, the part of the pie given to Neo’s friends.

1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10

3
There are 3 color post out of 10 . This can be written as 10 in a
fraction form or 0.3 in decimal form

Exercise 1

2
Directions: Cross out the box/ grid / number line to show the following
decimal numbers or in fractional form. . First one is done for you as your guide .
Example
4
0.4 or 10

Start Here :

1. 0.7

5
2. 0.5 or 10

.
2
3. 0.2 or
10

B. Directions : Using Number line , visualize the following decimal numbers.


Draw your answer in the box below
4.) 0. 8

5.) 0.9

MELC: The learner renames decimal numbers to fractions, and fractions whose
3
denominators are factors of 10 and 100 to decimals . (M4NS – II I – 100)
Lesson/Topic: Renaming decimal numbers to Fractions.
Reference/Source: K TO 12 Grade 4 Curriculum, LM Math Grade 4 pages 138
-139 -134 to 136, Teacher guide pages 179 -182

Activity No. 4: Transform Me Day: 4


Objective : Rename decimal numbers to fractions, and fractions
whose denominators are actors of 10 and 100..

KEY CONCEPT:

To rename decimals numbers to fractions, write the decimal as a


fraction with 10 or 100 as the denominator, then reduce to lowest term .

Explore and Discover

Mang Tomas went to nearby bakery. He bought a birthday


cake With chocolate flavour for her 9- year old daughter. When
he reached home, he divided the cake into 10 equal parts. If the
children shared 0.8 part from the cake, what fractional part of the cake
was shared by the children?

Solution 1 :

Using Regions

8
0.8 eight- tenths
10

Solution 2

4
Using number line

0 0.1 0,2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 0.10

Solution 3

By Writing in words then to symbol

0.8 is read and written as eight tenths


8
10
is read and written as eight tenths
8
0.8 = 10

Exercise no. 1

Directions : Rename the following decimal numbers to fractions:


Item 1 is done for you.
2 1
1. 0.2 = 10 or 5
2. 0.45 ______
3. 0.56 ______
4. 0.08 ______
5. 0.64 ______
6. 0.95 ______

Exercise 2

Directions :
5
Rename the fraction to decimal form. Item 1 is done for you.
30
1. 100 - 0.30 answer
8
2. 10 ______
7
3. 10 ______
25
4. 100 ______
23
5. 100 ______
56
6. 100 ______

Exercise 3
Rename the fraction to decimal form then write the decimal number in
words. Item 1 is done for you as your guide.
23
1. 100 ans. 0.23 - twenty – three hundredths
8
2. _____ ______________________
10
7
3. 10 ____ ______________________
25
4. 100 ______________________________
75
5. 100 _______ _______________________

Answers Key

Solving Routine and non-routine solving problem


in fraction
6

Day `1
Day 3 Day 4
Exercise 1
Exercise 1
1.
2. 0.45
1.
3. 0.56
4. 0.08
5. 0.64
Exercise 2
1. -
2. 0.8
2.
3. 0.7
4. 0.25
5. 0.75
6.0.56

3. Exercise 3
2. 0.8 eight tenths
4. 3. 0.7 seven tenths
4. 0.25 twenty- five hundredths
5. 0.75 seventy – five hundredths

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