School

GRADE 4 PANTOC ELEMENTARY Grade Level : FOUR

Teacher AMIE G. GAMBOA Learning Area : MATHEMATICS

SEMI-DETAILED
LESSON PLAN Date FEBRUARY 19, 2019 Quarter : FOURTH

I. Objective:
A. Content Standards: 1. Demonstrates understanding of factors and multiples and addition and subtraction
of fractions

2. Demonstrates understanding of improper fractions and mixed numbers

B. Performance 1. Is able to apply knowledge of factors and multiples, and addition and subtraction
Standards: of fractions in mathematical problems and real-life situations.

2. Is able to recognize and represent improper fractions and mixed numbers in

various forms and contexts

3. Use different strategies in finding the answer to a particular problem

4. Collaborate with their classmates to develop cooperation

C. Learning Solve word problems involving addition or subtraction of fractions

Competencies: M4NS-IIh-87.1
II. Content:
Solving Word Problems Involving Addition and/or Subtraction of Fractions

Instructional Materials Powerpoint presentation, video clip, Bluestacks App, show me board,
Needed: pictures, activity sheets, charts
III. Learning
Resources:
A. References: K to 12 Curriculum for Grade 4, p.47
1.
Teacher’s
GuidePages: Math 4 Teacher’s Guide p. 160-163
2. Learner’s
Materials Pages: Learner’s Materials Math Grade 4p. 127-129
B. Other Learning
Resources:
IV. Procedures:
1. Daily Routine
A. Review Previous  Prayer
Lessons:
 Greetings
 Checking of attendance
( The teacher will ask the leader of each group about the number of absent . )

2. Drill
Show a “ happy face” if it is a similar fraction and a “sad face” if not.
1) 1 , 2 2) 3 , 5 3) 2 , 2 4) 3 , 4 5) 1 , 3
5 5 4 12 3 6 12 12 7 14

3. Review:
Add or subtract the following fractions using the BlueStacks App.

B. Establishing
Purpose for the Lesson
4. Motivation:
1. Sing a song about word problem in YouTube.

Ask: What are the acronym to remember when solving word problems?

2. Think about these situations and provide an answer.

a. You know the length of a rope you used for your project. You want to find
out how long was the rope left from the rope you bought.
What will you do?
b. Your mother bought a certain kilogram of fish, beef, and chicken. You
want to know how many kilograms of meat in all she bought.
What will you do?
c. Your father gathered some kilograms of camote. You want to find out
how many kilograms of camote were left after sharing some with his
friend and selling some in the market. What will you do?

C. Presenting
Examples/ Instances of the
New Lessons:
5. Presentation:
Present the flipbook of Lola’s Full House

D. Discussing New
Concepts and Practicing
New Skills No. 1
6. a. Development of Concepts
 Discuss the presentation
Ask: Who baked the buko pie?
What portion of the buko pie did Tatay, Nanay, Kuya, Ate and
Bunso consumed?
What part was left for Lola?
How did the family showed theis love for one another?
Are you going to do the same? Why?
Instill the value of thoughtfulness.
 Present this problem
Lola baked a buko pie for her family. If the rest of her family is consist of
5 members and each have eaten their own share of buko pie, what part have
they consumed in all? What part was left for Lola?

E. Discussing New
Concepts and Practicing
New Skills No. 2
b. Development of Discussion
Ask the pupils to solve the problem by pairs. (Think-Pair-Share)
F. Discussing New
Concepts and Practicing
New Skills No. 3
c. Development of Exploration
Ask: What does the problem ask for?
How will you solve the problem?
 Understand:
Know what is asked in the problem? The part the family consumed
in all.
The part that was left for Lola.
Know the given facts. 5 members each of which consumed 1 and 6 (1
whole)
6 6
 Plan: Determine the operation to use. Addition and Subtraction
Draw a picture to represent a problem.

 Solve: Think of the solution to the problem.

Write the mathematical sentence.
6 − 5 = N
6 6

For the first question: By adding the parts the family consumed,
1 + 1 + 1 + 1 + 1 = 5
6 6 6 6 6 6
For the second question: By subtracting the parts the family consumed to
the whole buko pie.
6 − 5 = 1
6 6 6
 Check and look back: Think if the answer is reasonable.
5 + 1 = 6 or 1 whole buko pie
6 6 6
Answer: 1 of the buko pie
6
Have the pupils share their answer with the class.

G. Learning Activities
7. a. Practice Exercises
Group Activity:
a. Inform beforehand that the group must choose a leader, a materialist ,
an observer , and a presenter. They will be given 5 minutes to answer.

b. Divide the class into 4 groups through a GROUP song

c. Allow them to pick activity cards from the Mystery Box for them to accomplish

d. Remind them of the standards for group activity

Before we proceed to our group activity , what should we always bear in
mind through our acrostic word
Get along with each other
Respect everyone’s opinions
Offer support and ideas
Use soft and clear voices
Participate in the activity
Stay together as a team
Did you understand the acrostic?
Every time that we had an activity we have to remember the word GROUPS.
e. After answering , the presenter will post the group’s work and discuss it
with the class.
 TASKS: Read the word problems very carefully. Then, answer each questions
correctly.
Group 1 : Cyryl and Cyrus harvested vegetables, Cyryl harvested 36 kg of eggplant
1
while Cyrus harvested 6 kg of string beans. How many kilograms of
vegetables did Cyryl and Cyrus harvest in all?
5 2
Group 2 : Makisig had meter of ribbon. He used of it for his gift for his
7 7
mother. How many meter of ribbon was left?
4
Group 3 : Kim is preparing fruit salad. She puts 10 kilogram of grapes and
6
10
Kilogram of pineapple. How many kilograms of fruits did she
put together in her fruit salad?
1 3
Group 4 : Anthony used meter from a meter of bamboo for his project.
4 4
How long was the piece of bamboo left?
(Understand)
1. What is asked in the problem?
2. What are the given facts?
(Plan)
3. What is the operation to be used?
(Solve)
4. Write the mathematical sentence.
(Check)
5. Write the complete answer.
Math Rubric for Group Activity

Criteria Beginning Accomplishing Extending

1-2 3-4 5
Teamwork/ 50% of the group More than 50% of the Each member of the group
Cooperation performs the assigned group performs the performs the assigned task
task assigned task
Time Does not finish on time Hurries to finish on time Finishes ahead of time and
Management able to improve/ revise the
work
Teacher’s Needs teacher Occasionally asks two Needs minimal teacher
Intervention intervention most of the questions regarding the intervention
time activity Asks only one question
Asks more than 3 regarding the activity
questions regarding the
activity

H. Finding Practical
Applications of Concepts
and Skills in Daily Living
b. Processing the Activities
After sharing the answers, let the pupils express their thoughts about the activity.
appreciate their then ask: How did you solve the problem?
Expected answers:
We followed these steps in solving the problem.
ESSENTIAL GUIDE QUESTIONS
Understand the problem IN PROBLEM SOLVING
 We knew what the problem asked for. 1. (What is asked in the problem?)
 We wrote down the given facts.. 2. (What are given?)
Plan (How will you solve the problem?)
 We determined the operation to use. 3. (What operation will be used?)
 We the number sentence to the problem. 4. (What is the number sentence?)
Solve
 We drew a picture for the problem.
 We thought of the solution to the problem. (Is the solution or process correct?)
Check and Look Back
 We check if our answers make sense.
 We stated the complete answer. 5. (What is the answer?)
I. Making Generalization
and Abstraction about the
Lesson:
8. Summary
Lead the pupils to generalize the following:
What are the steps in solving word problems?
How do we solve word problems?

J. Evaluating Learner:
9. Assessment
Read, analyze and solve the following problems. Applying the steps in
solving word problems, find the correct answer.

In a birthday party, Bianca ate 28 of the whole cake while Billy ate 1
8
of the same cake. What fraction of the whole cake did they eat altogether?

(Understand)
1. What is asked in the problem?
2. What are the given facts?
(Plan)
3. What is the operation to be used?
(Solve)
4. Write the mathematical sentence.
(Check)
5. Write the complete answer.

K. Additional Activities for Read and solve:

Application or Remediation
Samantha and Antonio bought 1/6 kilograms of pechay from the market. They
gave 3/6 klogram to their aunt. How many kilograms of pechay did they bring home?
(Refer to the LM 35 p. 120)

L. Assignment Read, analyze, and solve. Then, show your solution and answer.
Mrs. Romero bought 5/16 kg of cabbage, 7/16 kg of
carrots and 4/16 kg of tomatoes. How many kilograms of
vegetables did Mrs. Romero buy?
1. What is asked in the problem?
2. What are the given facts?
3. What is the operation to be used?
4. Write the mathematical sentence.
5. Write the complete answer.

Prepared by:

AMIE G. GAMBOA
Teacher I
Received and Checked by:

EMERSON T. CERIA
Principal I

Noted :

JOCELYN A. MANALAYSAY, Ph. D.

Education Program Supervisor - Math

EDWARD C. JIMENEZ, Ph. D.

Education Program Supervisor - LRMDS
______1)
1 1 + =
2 2

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