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Semi-Detailed Lesson in MATH 4

This document provides a semi-detailed lesson plan on changing between improper fractions and mixed numbers in math. The objectives are for students to understand and represent improper fractions, mixed numbers, and decimals. The content explains what improper fractions and mixed numbers are using examples. The procedures walk through defining fractions, providing examples of improper fractions and mixed numbers, demonstrating how to change between the two formats, and includes practice problems for students. Formative and summative assessments are included to evaluate student learning.

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milafer daban
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82 views5 pages

Semi-Detailed Lesson in MATH 4

This document provides a semi-detailed lesson plan on changing between improper fractions and mixed numbers in math. The objectives are for students to understand and represent improper fractions, mixed numbers, and decimals. The content explains what improper fractions and mixed numbers are using examples. The procedures walk through defining fractions, providing examples of improper fractions and mixed numbers, demonstrating how to change between the two formats, and includes practice problems for students. Formative and summative assessments are included to evaluate student learning.

Uploaded by

milafer daban
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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Semi-Detailed Lesson in MATH 4

I. OBJECTIVES
A. Content Standards:
The learner is demonstrates understanding of improper fractions, mixed numbers and
decimals.
B. Performance Standards:
The learner is able to recognize and represent improper fractions, mixed numbers and
decimals
C. Learning Competencies:
Changes improper fraction to mixed numbers and vice versa. MANS-IIe-80
II. CONTENT
Changing Improper Fractions to Mixed Numbers
III. LEARNING RESOURCES
A. References:
Teachers Guide pp. 146 -148
Learner’s Material pages LM pp 147 - 148
Textbook pages Mathematics for Better Life Textbook 4 pp146 - 148
Additional Materials from LRMDS
B. Other Learning Resources
Pictures, charts, PPT, video presentation
IV. PROCEDURES
A. Reviewing past lesson or presenting the new lesson
Let’s begin by defining what is fraction. What is a fraction?
For example:
We have a whole pizza.
4
If we divide it into four equal parts. We can express it in fraction as for 1 whole but if
4
3
we ate one part of the pizza we can express the remaining pizza as , where the number above
4
the line which 3 is our numerator, it indicates the number of equal parts considered and the line is
called the fraction bar or division bar and the number below the fraction bar which is 4 represents
the denominator it indicates the total numbers of equal parts the whole is divided into.

B. Establishing a purpose of the new lesson (Motivation)


Take note that a fraction is also a part of a set. Take a look at this example, we have 5
balls in this set, 3 of the balls is green and 2 is red.

3
Here we say, of the balls are green, Notice that the numerator 3 is smaller than the
5
denominator 5, this fraction is what we called Proper Fraction. Proper Fraction has its numerator
7
value less than the denominator, but what if we have , as you can see the numerator 7 is bigger
4
than the denominator 4, it is what we called Improper Fraction. Improper Fraction has its
numerator value greater than the denominator.

C. Presenting examples/ instances of the new lesson


We can visualize the improper fraction using figures, as you can see, we do have two
circles,

7 parts of the circle is shaded and each figure is equally divided into four parts that is why
7
the improper fraction is , we can also express it into this form.
4

D. Discussing new concepts and practicing new skills no. 1


Looking into the first figure all of the parts were shaded, therefore we can express it as
3 7
one whole, the second figure 3 parts were shaded. We can express as , we can say is the
4 4
3
same as 1 .
4
3
1 is what we called Mixed Number it has a whole number and a proper operation
4
represented together. You can also change the improper fraction into a mixed number by dividing
7
the numerator by the denominator. For example, we have we can also read it as by 7 divided
4
by 4. The denominator 4 will be our divisor and the numerator 7 will be our dividend. How many
4 do we have in 7, so we have 1 and then 1 times 4 is 4, seven minus 4 is 3 since we cannot
divide 4 and 3, 3 will become our remainder. To write a mixed number the quotient 1 will be our
whole number then, the remainder will be our numerator, lastly we just copy the denominator of
7 3 9
that is 4, so we can write our mixed number as 1 . So let’s have another example, we have
4 4 2
, so we just simply divide the numerator by the denominator, so that we can change into mixed
number. The denominator 2, will be our divisor and the numerator 9, will be our dividend. So,
how many 2 do we have in 9? We have 4, 4 times 2 is 8, 9 minus 8 is 1, and 1 will be the
9 1
remainder. So, change to mixed number is 4 .
2 2
E. Discussing new concepts and practicing new skills no. 2
1
How do we change mixed number into improper fractions? Let’s have this example, 3 ,
4
so we have 3 as our whole number, 1 as the numerator, and 4 as the denominator. First, multiply
4, the denominator to the 3, the whole number, then add the product of 4 and 3 which is 12 to the
1, the numerator. So, the answer is 13, this would serve as our numerator then copy 4, the
1 13
denominator. So, 3 = .
4 4
F. Developing Mastery (Leads to Formative Assessment)
a. Change the Improper Fraction to Mixed Number.
8 16 25
1. 2. 3.
3 5 7
b. Change the Mixed Number to Improper Fraction.
2 3
4. 5 5. 4
3 10
G. Finding Practical Application of concepts and skills in daily living.
Directions: Let each pupil make their own improper fractions and mixed numbers and
have them solve. Each pupil will present their output.
H. Making Generalization and abstraction about the lesson
In Changing Improper Fraction to Mixed Numbers, divide the numerator by the
denominator. The quotient as the whole number, then the remainder as the numerator, and copy
the denominator.
In changing Mixed Number to Improper Fraction, multiply the denominator to the whole
number, then add the product to the numerator.
I. Evaluating learning
Assessment
a. Change the Improper Fraction to Mixed Number.
10 24 45
1. 2. 3.
3 5 7

b. Change the Mixed Number to Improper Fraction.


2 1
4. 5 5. 3
6 15

J. Additional activities for application and remediation.


Assignment
Solve what is asked.
a. Change the Improper Fraction to Mixed Number.
12 35 11
1. 2. 3.
5 6 7
b. Change the Mixed Number to Improper Fraction.
1 3
4. 7 5. 4
6 8

Prepared & Demonstrated by:


MA. ADA DV. LOPERA
Teacher I Applicant

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