MATATAG School Eriberto A.

Remigio Elementary School Grade Level Four

K to 10 Curriculum
Name of Teacher Cherry Mae G. Ferrer Learning Area Mathematics
Weekly Lesson Log
Teaching Dates and Time January 13-17, 2025 Quarter Third

DAY 1 DAY 2 DAY 3 DAY 4 Day 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learner should have knowledge and understanding of dissimilar and equivalent fractions.

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

C. Learning The learners reduce fractions to The learners reduce fractions to The learners compare dissimilar The learners compare dissimilar Summative Test
Competencies and simplest form. simplest form. fractions using the symbols =, >, and fractions using the symbols =, >, and
Objectives <. <.

D. Content Reducing Fraction to Simplest Form Reducing Fraction to Simplest Form Comparing Dissimilar Fractions Comparing Dissimilar Fractions

E. Integration

II. LEARNING RESOURCES

 Camarista, Genesis G Oranio, I. B. (2020). Teaching Mathematics in the Intermediate Grades. Lorimar Publishing Inc.
 Hoo L.C, Sachidanandan R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish Education.

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Give the common factor of the Identify what method is used in finding Help Peter to reduce the fractions Use division to simplify fractions.
Knowledge following. the GCF. to lowest terms.
B. Establishing Lesson Study Study Study Study
Purpose How do we reduce fractions to its A fraction is in its simplest form when its Dissimilar fractions are fractions Dissimilar fractions are fractions
simplest from or lowest term? numerator and denominator have no that have different that have different
a. Factor the numerator and common factor other than1. denominators. To compare denominators. To compare
denominator of the given fraction. How to Reduce a Fraction to its them, we need to find a them, we need to find a
b. Identify their common factors. Simplest Form: common denominator. common denominator.
c. Determine the greatest common 1.Find the Greatest Common Factor Here's how to compare dissimilar Here's how to compare
factor. (GCF): fractions: dissimilar fractions:
d. Divide the numerator and 1. Find a Common Denominator: 1. Find a Common
Find the factors of the numerator and
denominator by their greatest Identify the least common Denominator:
the denominator.
common factor. multiple (LCM) of the Identify the least common
Identify the largest factor that is
e. If both numerator and denominators. multiple (LCM) of the
common to both.
denominator are relatively prime, Convert both fractions to denominators.
2. Divide Both the Numerator and equivalent fractions with the Convert both fractions to
then the fraction is in its simplest Denominator by the GCF: same denominator. equivalent fractions with the
form or lowest term. Divide both the top and bottom 2. Compare the Numerators: same denominator.
Example: numbers by the GCF. Once both fractions have the 2. Compare the Numerators:
same denominator, compare Once both fractions have the
their numerators. same denominator, compare
The fraction with the larger their numerators.
numerator is the greater fraction. The fraction with the larger
You can use this strategy: numerator is the greater
Using Cross Multiplication fraction.
You can use this strategy:
Using Cross Multiplication

C. Developing Activity 1 Activity 1 Activity 1 Activity 1

and Deepening Simplify the fractions. Identify the GCF of the numerator and Identify which fraction is greater Name the fractions illustrated by
Understanding 1. 9/12 = denominator of each fraction. Then, each given. Then, compare using
2. 27/45 = express each Fraction in its Simplest symbols: >, <, or =.
3. 12/36 = Form/Lowest Term.
4. 39/48 = 1. 15/45
5. 12/18 = GCF:
Simplest Form:
Activity 2
Complete the table below. 2. 21/49
GCF:
Simplest Form:
Activity 2
3. 16/40 Compare the following fractions
using the symbols >, <, or =.
 GCF: Illustrate them using any of these
Simplest Form: models: (a) fraction disks/circles,
(b) fractions strips/bars, and
4. 26/12 number lines. Then, show another
GCF: solution using any of the three
Simplest Form: strategies discussed.
1. 1/4 _____ 3/6
5. 4 9/27 2. 8/15 _____ 2/5
GCF: 3. 6/7 _____ 12/14
Simplest Form: 4. 5/3 _____ 5/2
5. 3/4 _____ 5/12
Activity 2
Activity 3
Match the fraction to its simplest form:
Read and answer.
1. 12/16
Activity 3 Theon and Rapha bought the
2. 15/25
1. To reduce a fraction to its lowest same chocolate cakes at the
3. 18/24 Mathatag Bakeshop. Theon sliced
terms, we need to find the ________ 4. 20/30
of the numerator and the his cake into eight equal parts and
5. 24/36 ate two slices, while Rapha sliced
denominator. A. 3/4
2. The GCD is the ________ that his cake into four and ate two
B. 2/3 slices. Who ate a larger portion of
divides evenly into both the
C. 4/5 their cakes?
numerator and the denominator.
D. 3/5 Theon sliced his cake into eight
3. Once we find the GCD, we
Activity 3 and ate two slices:
________ both the numerator and
Fill in the blanks to complete the
the denominator by the GCD.
statement
4. A fraction that is not in its lowest
1. A fraction is in its ________ when the
terms is in ________ form.
numerator and denominator have no
5. Simplifying fractions can make
common factor other than 1. Activity 2
calculations ________ and more
2. To reduce a fraction to its lowest Match the fraction pair with the
efficient.
terms, we need to find the ________ of correct comparison symbol.
the numerator and the denominator. 1. 2/3 ___ 3/4 Rapha sliced his cake into four
3. The ________ is the largest number 2. 5/8 ___ 3/4 and ate 2 slices:
that divides evenly into both the 3. 1/2 ___ 3/6
numerator and the denominator. 4. 7/10 ___ 4/5
4. Once we find the GCF, we ________ 5. 2/5 ___ 3/8
both the numerator and the A. > (greater than)
denominator by the GCF. B. < (less than)
5. A fraction that is not in its lowest C. = (equal to) 1. What fractions represent the
terms can be ________ by dividing both portions eaten by Rapha and
the numerator and denominator by Activity 3 Theon?
their GCF. Compare dissimilar fractions using 2. Based on the models, who ate a
symbols <, >, or =. Use strategies. larger portion of the cake?
3. What have you noticed with
their numerators and
denominators?
4. Based on our previous lesson,
how do you compare dissimilar
fractions with the same
numerators?
 Activity 3

D. Making How do we reduce fractions to its How do we reduce fractions to its What is a common denominator, Why is it important to simplify
Generalization simplest form or lowest term? simplest form or lowest term? and why is it important when fractions before comparing them?
comparing fractions? Can you create a real-world
Complete the statement. How can you find a common scenario where comparing
I learned that _____. denominator for two or more fractions would be useful?
I realized that _____. fractions?
I will share _____. Explain the cross-multiplication
method for comparing fractions.

IV. Evaluating Learning

A. Evaluating Learning Reduce the following fractions to Reduce the following fractions to their Compare the following fractions Compare the following fractions
their simplest form: simplest form: using <, >, or =. using <, >, or =.
1. 8/12 1. 15/20 1. 2/3 ___ 3/4 1. 7/8 ___ 5/6
2. 15/25 2. 24/32 2. 5/8 ___ 3/4 2. 3/5 ___ 7/10
3. 24/36 3. 36/45 3. 1/2 ___ 3/6 3. 1/3 ___ 2/9
4. 40/60 4. 42/56 4. 7/10 ___ 4/5 4. 9/12 ___ 3/4
5. 35/49 5. 63/81 5. 2/5 ___ 3/8 5. 4/7 ___ 5/8

B. Teacher’s Remarks Note observation on any of the Effective Practices Problems Encountered
following areas

strategies explored

materials used

learner engagement/interaction

other

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

▪ principles behind the teaching What principles and beliefs informed my lesson? Why did I teach the lesson the way I
did? *
 ▪ students 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? *

Prepared by: Checked & Noted: Approved:

TEACHER’S NAME MASTER TEACHER’S NAME PRINCIPAL’S NAME

Position Master Teacher 2 Principal IV