School Grade Level Four

Grades 4 for Teacher Learning Area Mathematics-4

Classroom Observation Date & Time Quarter 2nd week 7
Tool

I.OBJECTIVES
A. Content Standard The learner will be able to demonstrates understanding of improper fractions, mixed numbers
and decimals
B. Performance The learner is able to recognize and represent improper fractions, mixed numbers and
Standard decimals
C. Most Essential The learner is able to visualizes decimal numbers using models like blocks, grids, number lines
Learning and money to show the relationship to fractions. Week 7 M4NS - IIi -99
Competencies

II. SUBJECT Visualizes decimal numbers using models like blocks, grids, number lines and money to show
MATTER the relationship to fractions.
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide

2. Learner’s Guide

3. Textbooks

4. Additional Powerpoint, projector/TV/ laptop

Materials

B. Other Learning You Tube, google.com

Resources
Module Math 4 Q2 – Decimal Numbers and its Relationship to Fractions

IV. PROCEDURES ACTIVITIES ANNOTATIONS

Prayer

New Normal Classroom Rules

Checking of Attendance
A) Reviewing previous Presenting the new Lesson: Let’s Try
lesson or presenting the
new lesson Direction: On your notebook, write the letter of the correct answer to the
following questions.

1. Which of the
following shows In this area,
0.4? indicator #2 was
observed , “Used a
A. range of teaching
strategies that
B. enhance learner
C. achievement in
D literacy and
numeracy skills.”

2. How do your write the decimal number for the shaded parts?

A. 0.6

b. 0.06

C. 0.006

D. 0.0006

3. Which of the following represents 0.5?

A.

B.

C.

D.
 4. Which of the following illustrations shows 0.75 of a peso?

5. What is the decimal number for the shaded part

of the triangle?
A. 0.25
B. 0.5
C. 0.75
D. 0. 025

ANSWERS
1. B
2. B
3. A
4. C
5. B

B) Establishing the Motivation: Show me!

purpose for the lesson

In this area,
Direction: Each pupil will pull out paper with questions from indicator #3 was
the box. Answer them by showing through blocks/cubes, grid observed, “Applied
and number lines. a range of teaching
strategies to develop
 critical and creative
thinking, as well as
(DO NOT PUT THIS IN THE POWERPOINT) other higher-order
thinking skills.”
For the box:
1. 0.10 in grid and write into fraction
2. 0.006 in number line
3. 0.75 in number line
4. 0. 4 in cubes and write into fraction
5. 0.05 in number line
6. 0.3 in grid
7. 0.50 in number line
8. 0.6 in cubes
9. 0.25 in number line
10. 0.8 in cubes
C) Presenting Let’s Discuss!
examples/instances of
the new lesson
Have you gone to a bakeshop? What bread did you buy?

In this area, indicator #5

was observed, “..
Example: Established safe and
secure learning
Hazel went to a bakeshop. He bought a pineapple pie for her snack. environments to enhance
She sliced the pie into four equal parts and gave 3 parts to her learning through the
consistent
friends. Look at the decimal part of the pie given to her friends using implementation of
these models: policies, guidelines and
procedures.”

Model 1 – By using the blocks/cubes.

The colored blocks visualize 0.75,
This is the part of the pie given to Hazel’s friends. Also, in this area,
indicator #6 was
observed.
“Maintained
learning
environments that
promote fairness,
respect and care to
encourage
learning.”

Model 2 – Use of Grid

 The Colored visualizes 0.75, the part of the pie
given to Hazel’s friends

Model 3 – Use the number lines

Color the posts to visualize 0.75, the part of the pie
given to Hazel’s friends.

1 2 3 4
- - - -
4 4 4 4

0 0.25 0.50 0.75 1.00

Model 4 – Use Money

A pineapple cake was sliced into four equal parts. Each slice costs
Php75 and the cost of the whole pineapple cake is Php300, this is the
model look like for 0.75.

 FYI
 Cost of Amount per slice or part of the pie
cassava
cake Php75.00 Php75.00 Php75.00 Php75.00

Php300.00

Our indigenous friends use traditional beadwork to represent

decimal numbers and fractions. Beadwork is a common art form
in many indigenous cultures, and it can be used to create
beautiful and meaningful representations of mathematical In this area,
concepts. indicator #8 was
observed, “Adapted
and used culturally
Use natural materials, such as seeds, stones, or shells, to represent appropriate
teaching strategies
decimal numbers and fractions. Natural materials are readily
to address the needs
available in many indigenous communities, and they can be used of learners from
to create unique and engaging learning experiences. indigenous groups.”

D) Discussing new Group Activity: Solve the following.

concepts and practicing
new skills #1
Norie baked a carrot cake. She sliced the cake into 10 equal parts and gave the 3
parts to her friends. What decimal part of the cake was given to her friends?
Write also the fraction and into decimals.

 Who baked the banana cake?

 What did she do with the cake?
 What trait did Kimby show?
.
 If you were Kimby, are you willing to share your food to others? Why?

Answer the question by visualizing using cubes/blocks, grid, number lines

Group A.

1. How will you visualize using cubes?

2. How will you write in fraction and in decimals?

Group B

1. How will you visualize using grid?

2. How will you write in fraction and in decimals?

Group C.

1. How will you visualize using number lines?

2. How will you write in fraction and in decimals?

 Answer:

A. Using cubes

B. Using grid

C. Using Number lines

D. The block, grid and number lines have 10 parts with 3 parts shaded or 3
3
out of 10. In fractional form, 3 out of 10 is written as and is read as
10
“three-tenths”.
3
The fraction can also be written using this symbol “0.3” which is
10
also read as “three-tenths”. Since we use the same name for two
3
different symbols, then we say that = 0.3.
10

The decimal part of the cake that Hazel give to her friends is 0.3.

E. Discussing new Individual Activity:

concepts and
practicing new skills
#2 How will you visualize these amounts written as Php 0.05, Php 0.10, Php
0.25, Php 0.50 and Php 0.75 using the number line?

Answer:

F. Developing Class Activity: Decimal number race

Mastery (Leads to
Formative
Assessment)
(note: Red font only for powerpoint)

Decimal number Race is a fun and interactive game that helps

students practice comparing and ordering decimal numbers. It's a
great way to reinforce their understanding of decimal place values
and how to represent decimal numbers using various models.

Materials:
 A set of decimal number cards
(0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, 1.0)
 A number line (preferably large enough for all students to
see)
 Markers or crayons
Preparation:
1. Create a set of decimal number cards, ensuring they include
a variety of decimal numbers between 0 and 1.
2. Draw a number line on a large whiteboard or sheet of paper,
clearly labeling the end points as 0 and 1. Divide the
number line into ten equal segments, representing tenths.
3. Divide the class into two teams.

Gameplay:
1. Shuffle the decimal number cards and place them face down
in a pile.
2. Each team selects one representative to stand at the front of
the class.
3. The teacher reveals the top card from the pile.
4. Both team representatives simultaneously write the decimal
number from the card on their side of the number line.
5. The first student to correctly place the decimal number on
the number line wins a point for their team.
6. The teacher reveals the next card, and the process continues
until all cards have been used.
7. The team with the most points at the end of the game wins.

Variations:
 1. To make the game more challenging, include decimal
numbers with more than one decimal place.
2. Use different models to represent decimal numbers, such as
blocks, grids, or money.
3. Divide the class into smaller teams for a more interactive
and competitive game.
Tips:
1. Encourage students to use the number line as a visual aid to
compare and order the decimal numbers.
2. Review decimal place values before playing the game to
ensure all students have a clear understanding.
3. Provide additional practice with comparing and ordering
decimal numbers using worksheets or online exercises.

G. Finding Practical Practical Applications:

applications of
concepts and skills in
daily living There are many practical applications for visualizing decimal
numbers using models like blocks, grids, number lines, and money.
Here are a few examples:
 Teaching math to children. Visual models can help
children to understand the concept of decimal numbers and
how they relate to fractions.
For example, a child can use blocks to represent different
decimal values, such as 0.5, 0.25, and 0.125. They can
then compare these values to fractions with the same
denominator, such as 1/2, 1/4, and 1/8. This can help them
to see the relationship between decimals and fractions.

 Making financial decisions. Visualizing decimal numbers

can help people to make better financial decisions.
For example, someone who is saving for a down payment
on a house can use a number line to track their
progress. They can divide the number line into 100
segments, with each segment representing 1% of the down
payment. As they save money, they can move a marker
along the number line to represent their progress. This can
help them to stay motivated and to see how close they are to
their goal.

 Understanding scientific concepts. Visualizing decimal

numbers can help people to understand scientific concepts.
For example, someone who is studying chemistry can use a
 number line to represent the pH scale. The pH scale ranges
from 0 to 14, with 0 being the most acidic and 14 being the
most basic. By dividing the number line into 14 segments, a
student can see how different substances compare on the
pH scale.

 Understanding engineering concepts. Visualizing decimal

numbers can help people to understand engineering
concepts.
For example, an engineer who is designing a bridge can
use a number line to represent the weight of the bridge. The
weight of the bridge can be divided into 100 segments, with
each segment representing 1% of the total weight. By
dividing the weight into segments, the engineer can see how
different parts of the bridge contribute to the total weight.

H. Making What did you learn today? .

generalization and
Visualizing decimal numbers using models such as blocks, grids, number lines,
abstractions about the
and money can be a helpful way to understand the relationship between decimals
lesson
and fractions. By representing decimals as parts of a whole, these models can
make it easier to see how decimals relate to fractions, which can be a difficult
concept for some students to grasp.

I. Evaluating In this area, indicator #9

was observed, “Used
Learning strategies for providing
Evaluation: timely, accurate and
constructive feedback to
improve learner
performance.”
Part 1: Multiple Choice

1. What is the decimal equivalent of the fraction 1/2? (a) 0.5 (b) 0.25 (c)
0.125 (d) 0.0625

2. What is the fraction equivalent of the decimal 0.25? (a) 1/4 (b) 1/2 (c)
1/8 (d) 1/16

3. How many pennies would you use to represent the decimal 0.25? (a) 25
(b) 20 (c) 15 (d) 10

Part 2: Short Answer

1. Use blocks to represent the decimal 0.75.

2. Use a grid to represent the fraction 3/4.

3. Place a marker on a number line to represent the decimal 0.6.

4. Write the decimal equivalent of the fraction 1/5.

5. Write the fraction equivalent of the decimal 0.3.

 Scoring:

 1 point for each correct answer on the multiple choice questions

 2 points for each correct answer on the short answer questions

J. Additional activities Assignment: Solve the problem

for application or
remediation
1. Use blocks to represent the decimal 0.50

2. Use a grid to represent the fraction 1/4.

3. Place a marker on a number line to represent the decimal 0.5

4. Write the decimal equivalent of the fraction 2/5.

.
5. Write the fraction equivalent of the decimal 0.4.

V. REMARKS

VI. REFLECTIONS Quotations:

“All human beings deserve equal treatment, no matter their gender identity or sexuality.”
-Andreja Pejic

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress
this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

lessons work?
Number of learners
who have caught up
with the lesson

D. No. of learners who

continue to require
remediation

E. Which my
teaching strategies
worked well? Why did
this work?
 F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?

G. What innovation/s or
localized materials
did I used/ discover
which I wish to share
with other teachers?