4

Quarter 1
Lesson 1 3
Lesson Exemplar Lesson

for Mathematics 5

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 3: Lesson 5 (Week 5)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

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Writer:
• Steve B. Anapi (Philippine Normal University – Manila)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University – Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 3 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the addition of dissimilar fractions.
Standards

B. Performance
By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions. (NA)
Standards

C. Learning 1. Add dissimilar fractions using models.

Competencies 2. Add dissimilar fractions:
and Objectives 2.1. two proper fractions,
2.2. two mixed numbers, and
2.3. a mixed number and a proper fraction.

D. Content Addition of Dissimilar Fractions

E. Integration NA

II. LEARNING RESOURCES

TeachableMath. (2022, May 6). Fraction Shape Maker - TeachableMath. https://teachablemath.com/apps/fraction-shape-maker/

The Math Learning Center. (n.d.). Fractions by the Math Learning Center. https://apps.mathlearningcenter.org/fractions/
Toy Theater. (2022, April 29). Fraction bars. Toy Theater | Learn • Create • Play. https://toytheater.com/fraction-bars/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Activity 1 will be given to

Knowledge 1. Short Review learners to elicit their conceptual
Activity 1. Modeling Equivalent Fractions understanding of equivalent
Let learners review equivalent fractions via modeling. fractions using models. The
concept of equivalent fractions is
Sample Activity (Individual or Group) essential in adding/subtracting
Instructions. Using the fraction models, shade the part that corresponds to the fractions. It is advisable that this
fraction. Also, shade the corresponding part that is equivalent to the fraction concept must be mastered so
on the left. that they can connect this to

1
adding similar fractions to be
Fraction Fraction Model Equivalent Fraction Model
able to use this on
2 adding/subtracting dissimilar
fractions. Note that conceptual
3
understanding and procedural
fluency must always go hand-in-
hand so that learners have a full
understanding of
adding/subtracting dissimilar
fractions.
3
5 (NOTE: This Activity 1 should be
used only if you think students
need further assistance on this
topic. WEEK 1 and WEEK 2 have
lessons focused on equivalent
fractions. So, you may proceed
3 directly to the next activity under
4 this section as needed).

Important Note. In the modeling

Activity 2 (Drill) part, emphasize that the whole is
Let learners recall equivalent fractions by multiplying or dividing the numerator cut further into several parts.
and denominator of the fraction by the same number. For example, in the fraction
model of ⅔, the whole is cut into
Sample Activity (Individual) 3 equal parts. Now, ask learners
Instructions. Identify the fraction equivalent to the given fraction. what happened to the whole of
the equivalent fraction model.
2 4 4 10 They have to realize that from 3
1. equal parts, the whole is now cut
7 16 14 28

6 2 3 12
into 6 equal parts and so from ⅔
2. 8 4 4 18
they can see that it becomes
4/6.
4 5 8 12
3. 5 6 10 14
*Add more items on Activity 1
using different polygons
(squares, triangles, etc.). Make
sure that the fraction models

2
DAY 3 and equivalent fraction models
Activity 3 are of the same size and shape.
Think-Pair-Share. Let learners communicate and collaborate with a partner on
explaining and identifying equivalent fractions. Activity 2 automates the
conceptual understanding of
Sample Activity (Pair Activity) equivalent fractions by creating
A. With your assigned partner, give three fractions equivalent to the given equivalent fractions by
fraction. multiplying or dividing the
3 ?
1. = = =
? ? numerator and denominator of
6 ? ? ? the fraction by the same
2 ? ? ? number.
2. = = =
8 ? ? ? *Add more items to Activity 2.
12 ? ? ?
3. = = = Activity 3 is intended not only to
36 ? ? ?
expand conceptual
understanding and procedural
B. Find the missing number to complete the pairs of equivalent fractions.
3 ? fluency but also to be able to
1. 12
= talk mathematically thereby
4
6 18 checking on disposition and also
2. = adaptive reasoning.
8 ?
*Add more items to Activity 3.
45 ?
3. =
81 9
Activity 4 is intended to
automate the procedures for
adding similar fractions.
Activity 4 (Drill)
Similar Fraction Facts. Using flashcards, let learners recall how to add similar Important Note. It is advisable
fractions (two proper fractions, two mixed numbers, a mixed number and a to have examples of adding
proper fraction, a whole number and a proper fraction, and a whole number and similar fractions that will not
a mixed number) lead to improper fractions. The
intention is to automate the
procedure. Make deliberate
2. Feedback (Optional) examples in the flashcards.
In the group activity, constantly
monitor and give feedback after
hearing each member
communicating mathematically
with their peers.

3
B. Establishing DAY 1 The intention of Activity 5 is to
Lesson Purpose 1. Lesson Purpose reinforce conceptual
Activity 5 (for sub-topic 1). Sharing My Piece of Pie understanding via modeling.
Let learners study the problem below. Also, it checks the conceptual
Materials. Four cut-outs of fraction disks (see figures below for reference), a understanding of the ordering of
ruler, a pencil, and crayons dissimilar fractions and
equivalent fractions.

Important Note. As learners

activate prior knowledge on
Situation. Ana, Ben, Claire, and Dan each have a whole pie. They decided to cut adding similar fractions
their pies. Ana cuts it into 2 equal parts, Ben into 3 equal parts, and Claire and (Question 3), elicit to them how
1 1 they will be able to get the total
Dan into 4 equal parts. Ana will share of her pie, Ben will share of his pie, parts of the pie. Do not introduce
2 3
1 2
Claire will share of her pie, and Dan will share of his pie. the concept of least common
4 4
denominator (LCD) yet.
Instructions. Let learners model the fractions in the situation above by shading Emphasize that they can only
the parts in the cut-outs. add fractions if they are similar.
Let learners further divide into
Guide Questions: equal parts the pie model using
1. Arrange the shares from least to greatest. a ruler and pencil so that the
2. Which of them has equivalent shares? Why? dissimilar fractions will be
3. What will be the total parts of the pie that Claire and Dan will share? transformed into similar
4. What will be the total parts of the pie that Ana and Dan will share? fractions.
5. What will be the total parts of the pie that Ana and Ben will share?
6. What will be the total parts of the pie that Ben and Claire will share?

DAY 3
Activity 6 (for sub-topic 2). Least Common Multiple Activity 6 is intended to
Let learners review the concept of multiples of a number using the concept of introduce the concept of
skip counting and using the definition of a multiple of a number. common multiples and the least
common multiple of two natural
Sample Activity (Pair) numbers. This is important in
Instructions. Given the following number pairs, list down 10 multiples of each procedural fluency of adding
number in increasing order, then circle all common multiples and write them dissimilar fractions.
in the “Common Multiples” column. The first item is done for you.
*Add more items in Activity 6.

4
Number Pair First 10 Multiples Common Multiples

Multiples of 2:
2, 4, 6, 8, 10, 12, 14, 16, 18, 20
2 and 3 6, 12, 18
Multiples of 3:
3, 6, 9, 12, 15, 18, 21, 24, 27, 30

3 and 4

2 and 5

3 and 5

4 and 8

Guide Questions:
1. In the number pair 2 and 3, which common multiple is the least? *After asking Guide Questions 1
2. Which common multiple of 3 and 4 is the least? How about 2 and 5? 3 and and 2, you may now unlock the
5? meaning of “least common
3. Can you explain how we were able to get the least common multiple of 2 multiple” to add to learners’
and 3 without listing their common multiples? 3 and 4? 2 and 5? 3 and 5? vocabulary.
4. What is the least common multiple of 4 and 8?

2. Unlocking Content Area Vocabulary

DAY 3
For sub-topic 2.
Least Common Multiple. Least Common Multiple or LCM is the smallest
number that is both a multiple of two given numbers.

C. Developing and DAY 1-2 Important Note. Do not

Deepening SUB-TOPIC 1: Adding Dissimilar Fractions Using Models introduce yet the concept of
Understanding 1. Explicitation LCD. It must be intuitive. It will
After doing Activities 1 and 5, let learners further build on adding dissimilar be formalized in the next topic.
fractions using the concepts of equivalent fractions and similar fractions. Using The intention is to make this
fraction discs/strips in adding dissimilar fractions, guide learners in dividing conceptual. Start with common
equal parts of the model by reinforcing that the two fractions must be fractions (with denominators of
transformed into similar fractions (with the same denominator). 2, 3, 4, and 5). It is suggested to

5
2. Worked Example give learners ample time to
Example 1. What is the sum of
1 1
and ? understand the addition of
2 3
dissimilar fractions through
Solution:
modeling repeatedly.

Ask questions like (for worked

example 1), “In how many
smaller equal parts will we divide
the circle so that ½ and ⅓ will
have the same denominator?”
After dividing the model into
smaller equal parts, let learners
5 attend to equivalent fractions
Answer: 6 made, e.g. ½ is equivalent to
3/6, and ⅓ is equivalent to 2/6.
6 1
Example 2. Add: 8 + 4 Note also that when they are
adding fractions, they are
Solution:
combining or putting together
equal parts.

For worked examples 2 and 3, let

learners focus their attention on
how many equal parts are
needed to make a whole using
the models provided. You can
also incidentally review how to
convert improper fractions to
mixed numbers and vice versa.

8
Answer: or 1
8

6
1 2
Example 3. What is the sum of and ?
2 3
Solution:

For Example 4: This can be

used as a guide in finding
equivalent fractions.
1 7
Answer: 1 6 (or 6)

1 1
Example 4. What is the sum of 24 and 33?
Solution:

(The blue vertical line is used as

a guide to locate the equivalent
fractions. It is in the last row
that 14 and 13 could be
renamed using the same
denominator.)

7 Source of the fraction strip table:

Answer: 4 12 https://www.superteacherworks
heets.com/fraction-strips.html

7
2 1
Example 5. Add: 1 +
5 2
Solution:

9
Answer: 110

3. Lesson Activity Answer Key:

13 6
Let learners do Activity 1 of Q3 Week 5 Learning Activity Sheet. 1. 15 3. 210
5 1
2. 6
4. 88
DAY 3-4
SUB-TOPIC 2: Adding Dissimilar Fractions (Two Proper Fractions, Two Mixed
Numbers, and a Mixed Number and a Proper Fraction)
1. Explicitation
Check the prior knowledge of learners by doing Activities 2, 3, and 6. Process
and let learners abstract these concepts.

8
2. Worked Example It is advisable to use the
Example 1. What is the sum of
1
and 3? 1 previously worked examples in
2
modeling to be able to present
Using Modeling:
the concept and later the
Solution:
procedures.

5
Answer:
6
Guide Questions:
1. What is the least common multiple of 2 and 3? Note. You can unlock the
meaning of “least common
2. Observe the sum of and , . How is the denominator of the sum related
1 5 1

2 6 3
denominator” or LCD after
to the LCM of 2 and 3? asking the Guide Questions.

Using LCM of the denominators or Least Common Denominator: Note. Help learners be familiar
1 1
Add: 2 + 3 with the procedure by modeling
Solution: how to “Think Aloud”. Read the
Step 1. Determine the LCD of the given fractions. steps, and let them repeat. Model
LCD: 6 how to cognitively encode the
Step 2. Use the LCD to make the given fractions similar. procedure in their working
1 ? 1 ? memory.
=6 =6
2 3 Example.
1 3 1 2
= = Step 1 Find LCD.
2 6 3 6
Step 2 Make fractions similar.
Step 3. Add the similar fractions.
1 3 12
Step 3 Add.
+ + =
2 6 36
3+2
= 6
5
Answer: 6

9
Example 2. Add: +
6 1 Important Note. Many teachers
8 4
teach addition/subtraction of
Solution:
dissimilar fractions in too
Step 1. Determine the LCD of the given fractions. LCD: 8
mechanical way. For example,
Step 2. Use the LCD to make the given fractions similar.
6 ? 1 ? after identifying the LCD,
8
=8 4
=8 teachers will proceed with by
6
=
6 1
=
2 doing this procedure.
8 8 4 8 1 1
6 6 1 2 Say, +
Step 3. Add the similar fractions: + =+ 2 3
8 8 4 8
6+2
= LCD: 6
8
8
Answer: 8 or 1 1 1 ? + ?
+ =
2 3 6
1 2
Example 3. What is the sum of 2 and 3?
Then will introduce the
Solution: procedure like 6 divided by 2
Step 1. Determine the LCD of the given fractions. LCD: 6 times 1, thus getting the new
Step 2. Use the LCD to make the given fractions similar. numerator 3. Proceeding with
1 ? 2 ?
=6 =6 the second fraction, 6 divided by
2 3
1 3 2 4 3 times 1, getting the new
2
= 6 3
= 6 numerator 2.
1 2 3 4
Step 3. Add the similar fractions: + = +
2 3 6 6
3+4
These pedagogical strategies do
= 6 not help students to connect the
7 concept of equivalent fractions in
=6
adding/subtracting dissimilar
1
Answer: 1 fractions.
6

1 1 Let them individually transform

Example 4. What is the sum of 24 and 33?
the fractions into similar
Solution: fractions using the LCD and
Step 1. Determine the LCD of the given fractions. LCD: 12 equivalent fractions concept.
Step 2. Use the LCD to make the given fractions similar.
1 ? 1 ?
4
= 12 3
= 12
1 3 1 4 *Reinforce the procedure for
= =
4 12 3 12 converting improper fractions to
1 1 1 1
Step 3. Add the similar fractions: 2 + 3 = (2 + 3) + ( + ) mixed numbers.
4 3 4 3

10
3 4
= (2 + 3) + ( + )
12 12
3+4
= 5 + ( 12 )
7
= 5 + 12
7
Answer: 5
12

2 1
Example 5. Add: 1 +
5 2
Solution:
Step 1. Determine LCD of the given fractions. LCD: 10
Step 2. Use the LCD to make the given fractions similar.
2 ? 1 ?
5
= 10 2
= 10
2 4 1 5
= =
5 10 2 10
1 2 2 1
Step 3. Add the similar fractions: 15
+ 2 = 1 + (5 + 2)
4 5
= 1 + (10 + 10)
4+5
=1+( )
10
9
=1+
10
9
Answer: 1
10 *Add more worked examples.

3. Lesson Activity
Let learners be more familiar with the procedures for adding dissimilar fractions
(two proper fractions, two mixed numbers, and a mixed number and a proper Answer Key:
fraction). 5 17
Sample Activity. Find the sum of the following. If the sum is an improper fraction, 1. 6. 320
8
convert it to a mixed number. 2.
11 7
7. 412
15
1 3 1
3
1. + 6. 3 + 3.
11 1
8. 324
4 8 4
5 18
2 1 1 3
2. 5
+ 3
7. 3 + 412 4. 5
9 1
9. 714
3 2 3 2 10
3. + 8. 8 + 23 7 1
6
1
18
2 1 4
5. 615 10. 612
4. 22 + 35 9. 62 + 7
2 4 3 4
5. 3 + 2 10. 14 + 412
3 5

11
D. Making 1. Learners’ Takeaways
Generalizations DAY 2
For Sub-topic 1:
Ask learners 3 important concepts they have learned in adding dissimilar
fractions using fractions strips or disks. Let them start with the phrase…
“I learned that in adding dissimilar fractions …”

DAY 4
For Sub-topic 2:
Give this activity to test the conceptual and procedural understanding of
learners in adding dissimilar fractions.
Fill Me Up!
Instructions. Fill up the following to make the procedures correct.
12 2 3 3
1. + 2. 8 + 3
15 5 7 5

Solution: Solution:
LCD: ____ LCD: ____
12 2 12 3 3 3 3
+ = + 87 + 35 = (8 + 3) + (7 + 5)
15 5 15 15
12 +
= = 11 + ( + )
15 35 35
18 + 21
= 15
= 11 + ( 35
)
3 36
= ____15 = 11+ 35

= 11+ 135
1
= ___35

2. Reflection on Learning (Homework) Homework is optional.

DAY 2
3 4 1
For sub-topic 1. Regine added 2 and 3 . She got a sum of 6 . Is she correct?
10 5 10
Show using fraction strips that Regine’s answer is correct.

12
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answer Key:

Learning 1. Formative Assessment 31 1
Worksheet: Activity 2: Riddle Time! (See attached copy of the worksheet) 1. 40
8. 66
Total points: 30 points 19 5
2. 9. 8
Solution part: 2 points each 21 12
31 17
Rubric. 3. 10. 3
40 30
0 Did not attempt to solve the problem. 17 1
4. 3 11. 1
30 6
With solution but has incorrect procedures still arrived at the 38 12. 5
1 correct answer; No solution provided but arrived at the correct 5. 3
45 39
answer 31 13.
6. 40
40
Provided a complete solution, no incorrect procedures, and arrived 19
2 7.
at the correct answer. 21

Riddle part: 4 points Riddle: A GARBAGE TRUCK

Rubric.
0 Did not attempt to decode the riddle.

Able to decode the riddle but the solutions provided were

2
incorrect. Guessed some of the items.

Decoded the riddle properly according to the correct solution

4
provided.

2. Homework (Optional)

B. Teacher’s Note observations on any of The teacher may take note of

Effective Practices Problems Encountered
Remarks the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
used, learner engagement, and
materials used other related stuff.

13
learner engagement/ Teachers may also suggest ways
interaction to improve the different activities
explored/lesson exemplar.
others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
• students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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