MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: 4

MATATAG Name of Teacher Learning Area: MATHEMATICS
K to 10 Curriculum Teaching Dates and Time: JANUARY 2 – 3, 2025 (WEEK 4) Quarter: Third
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

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

C. Learning
Competencies Order dissimilar fractions from smallest to largest, and vice versa.
and Objectives

D. Content 1. Ordering dissimilar fractions from smallest to largest, and vice versa.
a. Order dissimilar fractions using models; and
b. Order dissimilar fractions.

E. Integration Equality, Fairness, and Collaboration

II. LEARNING RESOURCES

BYJU’s. (n.d.). Representing Mixed Numbers on the Number Line. Retrieved December 30, 2023, from https://byjus.com/question-
answer/represent-the-following-fractions-on-the-number-line-a-frac-2-5-b-frac-7/%0A
Camarista, Genesis G Oranio, I. B. (2020). Teaching Mathematics in the Intermediate Grades. Lorimar Publishing Inc.
Cuemath. (n.d.). Fraction on the Number Line. Retrieved December 30, 2023, from https://www.cuemath.com/numbers/fractions-on-
number- line/
Hand2Mind. (n.d.). How to Use Cuisenaire Rods to Teach Key Math Concepts! Retrieved December 30, 2023, from
https://www.hand2mind.com/blog/how-to-use-cuisenaire-rods
Hoo L.C, Sachidanandan R. (2016). Discover Math 3 (1st ed.). Marshall Cavendish Education.
PDST. (n.d.). Fraction Dice Games. Retrieved December 30, 2023, from https://www.scoilnet.ie/uploads/resources/34565/34316.pdf
Song J, Chen T.H, Shing L. H. (2016). Discover Math 4 (1st ed.). Marshall Cavendish Education.
Toy Theater. (n.d.). Teacher Tools. Retrieved December 30, 2023, from https://toytheater.com/category/teacher-tools/

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 MATATAG K TO 10 CURRICULUM

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review Option 1: (Individual)
The teacher will ask the pupils to arrange the following set of fraction/number The teacher may ask five
cards from smallest to largest. volunteers to arrange the
fractions per set, from smallest
to largest. Then, the pupils will
be asked to post the
fraction/number cards on the
board.

Option 2: (Group)
The teacher will group the class
into five groups. Each group will
The teacher will ask the following questions: be given a set of
1. How do we arrange/order whole numbers? fraction/number cards, which
 Compare the digits starting from the leftmost place value. they will arrange. A
 The number with the larger digit in this place value is the largest. representative from each group
2. What kind of fractions are fractions in Sets A – C? will show their answers to the
 Similar fractions class.
3. How do we arrange similar fractions?
 Since they have the same denominators, compare the numerators
and arrange them according to their values.

2. Feedback (Optional)

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 MATATAG K TO 10 CURRICULUM

B. Establishing 1. Lesson Purpose

Lesson Purpose Our previous lesson explored comparing dissimilar fractions using symbols <, The presentation of objectives
>, and = through different strategies. Today, let us explore how we order or will be based on the coverage of
arrange fractions from smallest to largest or vice versa. Specifically, we have the the lesson for a specific day
following objectives: which must be done creatively.
a. Order dissimilar fractions from smallest to largest, and vice versa using
models; and
b. Order dissimilar fractions from smallest to largest, and vice versa using Below are some ideas.
different strategies.  Writing the objectives on
colored papers to be posted

2. Unlocking Content Area Vocabulary on the board and read by the

Fractions can be arranged from smallest to largest or from largest to smallest. pupils
 Fractions in Ascending Order – Fractions in ascending order are arranged  PowerPoint presentation
from smallest to largest. containing the objectives
 Fractions in Descending Order – Fractions in descending order are
arranged from largest to smallest.

C. Developing and SUB-TOPIC 1: Ordering dissimilar fractions from smallest to largest,

Deepening and vice versa using models
Understanding 1. Explicitation Materials needed:
Fraction Modelling  Manila paper/cartolina
The teacher will group the pupils into four groups and provide each group with  Pentel pen
a set of fractions written on cards. Each group will be tasked to visually represent  Ruler
each fraction using a specified model. They will also be asked to arrange/order  Coloring materials
fractions in ascending or descending order. The table below may be utilized.
Each group will be given 10
Group 1: minutes to accomplish the
Model – fraction strips/bars Order – ascending (smallest to largest) activity. The suggested table can
be drawn on a manila
paper/cartolina.

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 MATATAG K TO 10 CURRICULUM

A representative from each group

will be assigned to present the
group output in the class.

After each presentation, the

teacher may ask questions to
The teacher will ask the following questions: process the activity.
● What kind of fractions are given? Dissimilar fractions
● What have you noticed with their numerators? They have the same
numerators.
● Based on our previous lesson about comparing fractions, how do we
compare fractions with the same numerators? When comparing fractions
with the same numerators, the fraction with smaller denominator holds the
greater value.
● How do we order fractions with the same numerators? When we order
fractions with the same numerators, the fraction with the smallest

Illustration Order of Fractions

Fraction Card
(Fraction Strips/Bars) (Ascending)
1
2
1
5 1 1 1 1
1 , , ,
10 10 5 4 2
1
4

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 MATATAG K TO 10 CURRICULUM

denominator has the greatest/largest value, while the fraction with the
largest denominator has the smallest value.
Which fraction has the greatest/largest value? 1
2
●
Which fraction has the smallest value? 1
10
●

Group 2:
Model – fraction circles/disks Order – descending
Illustration Order of Fractions
Fraction Card
(Fraction Circles/Disks) (Descending)

2
3

2 3 5 1
6
, , ,
1
3 6 12 4
4

5
12

The teacher will ask the following questions:

2
● What kind of fractions are given? Dissimilar fractions
● Which fraction has the greatest/largest value?
3
● Which fraction has the smallest value? 1
4

Group 3:
Model – number line Order – descending
Illustration Order of Fractions
Fraction Card
(Number Line) (Descending)
3
4 3 4 1 2
, , ,
2 4 6 3 8
8

5
 MATATAG K TO 10 CURRICULUM

1
3

4
6
The teacher will ask the following questions:
3
● What kind of fractions are given? Dissimilar fractions
4
● Which fraction has the greatest/largest value?
2
8
● Which fraction has the smallest value?

Group 4:
Model – fraction strips/bars Order – ascending

The teacher will ask the following questions:

7
● What kind of fractions are given? Dissimilar fractions
6
● Which fraction has the greatest/largest value?
3
10
● Which fraction has the smallest value?

2. Worked Example
Create visual representations or models for the given sets of dissimilar fractions. Reiterate that if fractions have
Then, arrange/order these models in ascending or descending order. Label the the same numerators, the
fraction with smaller
3 3 3Circles/Disks
fraction models.

, ,
Model: Fraction Order: Ascending denominator holds the greater
value.
5 12 6
a.

The teacher should reiterate the

3 3 3 importance of correctly
12 6 5
identifying the kinds of fractions

6
 MATATAG K TO 10 CURRICULUM

3 5 2
, , ,1
b.
1 given. This could make it easier
8 4 6 12 for the pupils to put them in the
correct order. For example,
1 3
proper fractions must be written
5 first in an ascending order since
8 4 6 their values are lower than those
of improper fractions and mixed
numbers.
2
1 12 As shown, mixed numbers have

2 1 1Strips/Bars
values larger than one whole,

, ,
Model: Fraction Order: Ascending proper fractions have values less
3 2 4
a. than one whole, and improper
Illustration Order of Fractions
1
Fraction Card fractions have values equal to or
4
(Fraction Strips/Bars) (Ascending)
2
greater than one whole; hence,
5 1 pupils will be able to efficiently
2 arrange dissimilar fractions if
7 2
65 3 32 2 7
b. 2 ,
1
,
3
,
4
, , ,
they are familiar with this.

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

3
2

5 1
, ,
a.Model: Number Lines
5 2 2
, , ,
3 b. Order: Descending
1
4 8 2
3 6 4 2

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 MATATAG K TO 10 CURRICULUM

8 1 1
Model: Fraction Circles/Disks Order: Descending
a. , ,
8 4 2

8 1 1
8 2 4
7 1 6 5
b. , , ,
6 5 3 10

6 7
3 6

5 1
10 5

DAY 2
7 9 4
Answers to Lesson Activity:
1. , , 1
3. Lesson Activity
Draw the given fractions using the indicated model then arrange them in ascending or descending order. 12 8 6

No. Fraction Model/Illustration Order/Arrangement

4
16
Fraction Bar: Ascending:

9 Fraction Bar:
8
1
5 5 5 5
7 2., , ,
2 4 5 10
Fraction Bar:
12
5 Fraction Circle: Descending:
10
5 Fraction Circle:
5
2 5 Fraction Circle:
4
5 Fraction Circle
2

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 MATATAG K TO 10 CURRICULUM

7 Number Line: Descending:

8
2 Number Line:
3 3
4 Number Line:
4 5 1
, ,
3.
4
4
4 8 3
Fraction Circle: Ascending
6
4 Fraction Circle:
10
4 4 Fraction Circle
8
4 Fraction Circle:
12
7 Fraction Bar: Ascending:
9 4 4 4 4
12 , 10 ,8 6,
1
23
Fraction Bar: 4.
5
5 Fraction Bar:
6

5 1
, ,2
5.
7

9 6 3
DAY 3
SUB-TOPIC 2: Ordering dissimilar fractions from smallest to largest,
and vice versa
1. Explicitation
The teacher will ask the pupils to model the fractions in the word problem and
provide answers by using Fraction Disks.
Fraction Modelling

At a pizza parlor, Theon, Kelvin, and Rapha purchased the same pizzas and
divided each pizza among themselves and their relatives. They decided to
bring any leftovers to work so they could share them with their colleagues.
Theon brought of the pizza, whereas Kelvin was able to bring. Rapha arrived
with. Who carried the smallest portion of pizza? Who carried the largest
portion of pizza? Sort the quantity of pizza that Theon, Kelvin, and Rapha
brought to work from the largest to the smallest amount of pizza they shared
with their colleagues.

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 MATATAG K TO 10 CURRICULUM

If fractions disks are not

Theon – 3 Kelvin – 1 4
available, the pupils may be
6 4 12
Rapha –
asked to draw and color the
fractions on a sheet of paper.

3
To process the activity, the teacher will ask the following questions:
Models will be presented in the
6
● What fraction represents the left-over of Theon and his relatives? class.
Therefore,
● what fraction represents the portion eaten by Theon and his
3 3
relatives? 66 − 6 =6
1
4
● What fraction represents the left-over of Kelvin and his relatives?
Therefore, Subtracting similar fractions has
● what fraction represents the portion eaten by Kelvin and his already been taken up prior to
1 3
relatives? 4 − =
this lesson. (Quarter 2)
4 4 4
What fraction represents the left-over of Rapha and his relatives? 4
12
●
Therefore,
● what fraction represents the portion eaten by Rapha and his
4 8
relatives? 12 − =
12 12 12
● Who carried the smallest portion? Kelvin
● Who carried the largest portion? Theon
● If we sort the quantity of pizza that Theon, Kelvin, and Rapha brought to
work from the largest to the smallest amount of pizza they shared with
their colleagues, how will the arrangement be? Theon – 3, Rapha – 4 , Kelvin
6 12
– 1.
4

2. Worked Example
Aside from using visual representation to order dissimilar fractions, different
strategies can be used. The strategies discussed during the lesson on comparing
dissimilar fractions can be applied to ordering fractions. Using the same
example, let us demonstrate one-by-one how each of these strategies can be
applied to ordering dissimilar fractions.

Strategy 1:
Finding Equivalent Fractions of the Given with the same Denominators
Example 1: Arrange the fractions in descending order.
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 MATATAG K TO 10 CURRICULUM

3 1 4
6, 4 , 12

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 MATATAG K TO 10 CURRICULUM

and the denominator 3by the

To generate equivalent fractions of each given, we multiply both the numerator As a review, the teacher may ask
2 6 3 6
𝑥 = , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, =
same number. the pupils how equivalent
6 2 12 6 12
fractions are generated.

The teacher may use fraction

models or illustrations with
3 6 broken lines so that the pupils
6 12
1
can easily visualize equivalent
2 2 1 3 3 1 3
𝑥 = ; 𝑥 = 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 =
fractions.
4 2 8 4 3 12 3 12

Reiterate that 12 is the least

common multiple of the
1 3 denominators 4, 6, and 12.
4 12
4
Should the pupils go on with the
6 3
ℎ𝑎𝑠 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 𝑤𝑖𝑡ℎ 𝑡ℎ𝑎𝑡 𝑜𝑓 𝑎𝑛𝑑
multiples of the given
12 12 12
denominators, they can still
generate more equivalent
fractions with the same
4 denominators.
12
However, reiterate that using the
least common multiple of the
To arrange them in descending order using Strategy 1: denominators (Least Common
6 4 3 3 4 1
12 , 12 ,12 → 6 , 12 ,4
Denominator or LCD) to generate
equivalent fractions simplifies
the calculation.
Strategy 2:
Classifying Fractions into Less than ½, Equal to ½, and Greater than ½
When do we say that a fraction is equal to ½, less than ½, or greater than ½?
● A fraction is equal to ½ if the numerator is half the denominator.
● A fraction is less than ½ if the numerator is less than half of the
denominator.
● A fraction is greater than ½ if the numerator is more than half of the
denominator.

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 MATATAG K TO 10 CURRICULUM

1
fraction is equal to ½? 3 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜
For Fraction
Which equal to ½: As a review, the teacher may ask
6 2
● the pupils how to identify if a
3 fraction is equal to ½, less than
6
● What have you noticed with the numerator and the denominator of ? The
½, or greater than ½.
numerator is half the denominator. The teacher may organize the
answers using the table below:
1 4 1
𝑎𝑛𝑑 𝑎𝑟𝑒 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛
For Fraction less than ½:
4 12 2
● Which fraction is less than ½?
4
𝑎𝑛𝑑
Less Equal to Greater
1
● What have you noticed with the numerator and denominator of than 1 1
than 1
2 2 2

4 12 1 4 3
?
<
4 1 4 12 6
Since both 1 𝑎𝑛𝑑 𝑎𝑟𝑒 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 , we can either use cross multiplication
The numerators are less than half of the denominators.
None

4 12 2
strategy
or Strategy 1 to determine which of the two fractions have the greater or smaller
value.

1 4
1 x 12 = 12 < 4 x 4 = 16

4 12
4
Therefore, 1 𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛
4 12
.
1 2 3 4 3 4
= = 𝑎𝑠 𝑐𝑜𝑚𝑝𝑎𝑟𝑒𝑑 𝑤𝑖𝑡ℎ , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, <
or
4 8 12 12 12 12
4 1
, ,
The
3

6 12 4
arrangement will be: As a review, the teacher may ask
the pupils how to apply cross
Strategy 3: multiplication when comparing
Using Cross Multiplication fractions.
In our lesson on comparing fractions, we could determine and check whether a
fraction is greater than or less than another fraction using cross multiplication.
We can also use this strategy when ordering dissimilar fractions. Let us try
Step the same given. 1
1: Compare 3 𝑎𝑛𝑑
using
6 4
3 X 4 = 12 > 6x1=6
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 MATATAG K TO 10 CURRICULUM
3 1
6 4

14
 MATATAG K TO 10 CURRICULUM
4
𝑎𝑛𝑑
Step
3
6 12
2: Compare

3 4
12 X 3 = 36 > 6 x 4 = 24

1
6 12
𝑎𝑛𝑑
Step
4
12 4
3: Compare

4 1
4 X 4 = 16 > 12 x 1 = 12

12 4
4 1 4
Therefore, 3 > > and the arrangement in descending order would be: 3 , ,
1
.
6 12 4 4 12 4

Let us have another set of dissimilar fractions. Order the following fractions in
2 2 1
Example 2: 4 , , ,
ascending order using the three strategies.
9 6 3 2
Strategy 1:
Finding Equivalent Fractions of the Given with the same Denominators
Let us generate equivalent fractions of the given whose denominators are the
2 8 4 8
𝑥 = , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, =
same.-
4

9 2 18 9 18
2 4 2 3 6 2 6
𝑥 = ; 𝑥 = , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, =
-
2

6 2 12 6 3 18 6 18
2 4 2 3 6 2 4 8 2 5 10 2 6 12 2
𝑥 = ; 𝑥 = ; 𝑥 = ; 𝑥 = ; 𝑥 = , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, =
-
2
12

3 2 6 3 3 9 3 4 12 3 5 15 3 6 18 3 18
2 2 1 3 3 1 4 4 1 5 5 1 6 6
1
𝑥 = ; 𝑥 = ; 𝑥 = ; 𝑥 = ; 𝑥 = ;
2 2 4 2 3 6 2 4 8 2 5 10 2 6 12
-
7 7 1 8 8 1 9 9 1 9
𝑥 = ; 𝑥 = ; 𝑥 = , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒, =
-
1

2 7 14 2 8 16 2 9 18 2 18

To arrange them in ascending order using Strategy 1:

6 8 9 12 2 4 1 2
18 , 18 ,18 ,18 → 6 , 9 ,2 3
,

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 MATATAG K TO 10 CURRICULUM

Strategy 2: The teacher may reiterate the

Classifying Fractions into Less than ½, Equal to ½, and Greater than ½ following:

● Which fraction is equal to ½? 1 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 𝑖𝑡𝑠𝑒𝑙𝑓

For Fraction equal to ½: ● A fraction is equal to ½ if the
2
numerator is half the
denominator.
4 2 1
● Which fraction is less than ½? 𝑎𝑛𝑑 𝑎𝑟𝑒 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛
For Fraction less than ½:
● A fraction is less than ½ if
9 6 2 2
● What have you noticed with the numerator and the denominator of 4 𝑎𝑛𝑑 ?
the numerator is less than
9 6
half of the denominator.
● A fraction is greater than
2 1
Since both 4 𝑎𝑛𝑑 𝑎𝑟𝑒 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 , we can either use cross multiplication
The numerators are less than half of the denominators.
½ if the numerator is more
than half of the
9 6 2
strategy
denominator.
or Strategy 1 to determine which of the two fractions have the greater or smaller
value. The teacher may organize the

4 2
4 x 6 = 24 > 9 x 2 = 18 answers using the table below:

9 6 Less Equal to Greater

2 than 1 1
than 1
𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛
4 2 2 2
9 6 4 2 1 2
Therefore, .
4 >
=
8
𝑎𝑛𝑑
2
=
4
=
6
, 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒,
4
>
2 9 6 2 3
or
9 18 6 12 18 9 6

2 1
𝑖𝑠 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛
For Fraction greater than ½:
3 2
● Which fraction is greater than ½?
2
3
● What have you noticed with the numerator and the denominator of ? The

4 1 2
arrangement will be: 2 , , ,
The numerator is greater than half of the denominator.
6 9 2 3

DAY 4
Strategy 3:
2
1: Compare 4 𝑎𝑛𝑑
Using
Step Cross Multiplication
9 6

4 2
4 X 6 = 24 > 9 x 2 = 18

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 MATATAG K TO 10 CURRICULUM

9 6

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 MATATAG K TO 10 CURRICULUM
2
𝑎𝑛𝑑
Step
4
4 2 4 2
● 𝐼𝑓 > and <
9 3
2: Compare Summary of steps 1 and 2:

𝑇ℎ𝑒𝑛
9 6 4 9 23
4 2
2
< <
4 X 3 = 12 < 9 x 2 = 18

9 3 6 9 3
●
1
𝑎𝑛𝑑
Step
4
9 2
3: Compare

4 1
4 X 2=8 < 9x1=9

1
9 2 𝐼𝑓 of
𝑎𝑛𝑑 4 1
< and 2 >
1
Step Summary steps 3 and 4:
2
3 2
𝑇ℎ𝑒𝑛
4: Compare
9 2 1 3 22
●
4
< <
2 1
2 X 2=4 > 3x1=3
9 2 3
●

4 1 2
3 2
Therefore, 2 < < < and the arrangement in ascending order would be:
6 9 2 3
2 4 1 2
, 9, 2 . 3
6
The teacher will give an example of fractions with the same numerators and ask
the pupils to arrange them in descending order. The teacher should reiterate that
for fractions with the same
The teacher will ask the following: numerators, the smaller the
● What have you noticed with the numerators of the dissimilar fractions? denominator, the greater its
They have the same numerators. value.
● Based on our previous lesson, what do we say about the value of the This can be an alternative to
fractions with the same numerators? For fractions with the same the three previously discussed
numerators, the smaller the denominator, the greater its value. 3 3 3
how will the arrangement be in descending order? , , ,
strategies to quickly arrange the
Therefore,
3 given fractions.
2 4 5 10
●

3. Lesson Activity Answers to the Lesson Activity:

A. Arrange the following sets of dissimilar fractions in ascending order by A.
7 7 1 5 4 3 6
, , 3. 11 , , , 5. 12 , , 7 7 7 2 1 1 7
applying any of the strategies discussed.
15 ,12 10
, 4. 9 , 3 ,2 6,
1.
7 1.
2. 10 412 215 15 6 10 3 7 2 14 2 9 1 3 2
9
, , ,1
1 1 7 1
4. 2 , , ,
4
, , ,1 5. 6 , , 1
10 4 8 2 14 2 7
2.
8 10 4 2 9 3 6 2
1 5 11 4
3. 6 , 10 ,15 ,3

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 MATATAG K TO 10 CURRICULUM

1.1 1 1 1 7 9 1
, , , 4. 2 , , ,
B. Arrange the following sets of dissimilar fractions in descending order by B.
1 1 1 2 3 6 3 2 3
, , , 3. 10 , , 5. , , , 2.35 8 10 12 2 9 18 6
applying any of the strategies discussed.
12 2 6 3 2
1.
, , , , ,
1
3
2. 8 12 5 10
3 12
5 10 2
2 1 9
12 8 6 3
, , 4. 7 , , ,
4 28 7 3 12 8 6
5.
2

7 4 28 9 2 6 18 10 3 2
3. 5 , 2 ,10
D. Developing and 1. Learners’ Takeaways
Deepening The teacher will guide the pupils in completing this table.
Understanding What I’ve Concepts that Concepts I
Key Ideas/Concepts Learned from are Somewhat Totally Don’t
the Discussion Confusing Understand
Ordering dissimilar
fractions from smallest to
largest, and vice versa
using models
Ordering dissimilar
fractions from smallest to
largest, and vice versa
using different strategies

2. Reflection on Learning
The pupils will complete this statement:
“I realized that learning about ordering dissimilar fractions can be
fascinating and essential because ."

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

A. Evaluating 1. Formative Assessment Answers:

Learning Create visual representations or models for each set of dissimilar fractions.
Arrange/order these models in ascending order (nos. 1 – 2) and descending
order (nos. 3 – 5). Then, check your answers by applying any of the strategies
discussed.

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 MATATAG K TO 10 CURRICULUM

No. Fractions Illustration/Model Check using any strategy

5 2 4 1
2 , 6 ,8 4,
1

4 4 4
3 , 21 ,7
2

1 3 5 1
4 , 2 ,8 2,
3

2 1 3 4
, 110 4, 2,
4
5

7 3 1 6
12 , 6 ,3 2
,
5

2. Homework (Optional)

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 MATATAG K TO 10 CURRICULUM

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

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
materials used
used, learner engagement, and
learner engagement/ other related stuff.
interaction
Teachers may also suggest ways
others to improve the different activities
explored/lesson exemplar.
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
▪ students consider this as an input for the
What roles did my students play in my lesson? LAC/Collab sessions.
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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