School SAN MATEO ELEMENTARY SCHOOL Grade Level IV

Name of Teacher CHRISTINE M. FRANCISCO Learning Area MATHEMATICS

atatag K to 10 Curriculum Daily Teaching Dates and Time January 6 – 10, 2025 Quarter 3
Lesson Log (DLL) 6:45 – 7:30 4-Osmeña
9:20 – 10:05 4-Macapagal
Checked by: Noted by:
DIVINA D. GOMEZ ELIZABETH B. MEDINA, EdD
MASTER TEACHER 1 PRINCIPAL IV

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 Standards By the end of the quarter, the learners are able to represent, compare, and order dissimilar fractions.
C. Learning Competencies 1. Represent dissimilar fractions, with denominators up to 10, using models.
2. Generate equivalent fractions using models
D. Learning Objectives At the end of the lesson, the learners shall be able to represent At the end of the lesson, the learners shall be able to generate equivalent fractions using models.
dissimilar fractions, with denominators up to 10, using models.
II. CONTENT FOCUS
III. LEARNING RESOURCES
A. References MATATAG K to Curriculum Guide
B. Other Learning Resources MATATAG Textbook
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-Lesson Proper
Activating Prior Knowledge Start by revisiting the concept of Begin with a quick recap of Begin by reviewing the concept Begin by reviewing the concept Begin the lesson by revisiting the
fractions using a brief recap of Monday's lesson on dissimilar of dissimilar fractions and how of equivalent fractions and how concept of fractions as parts of a
like fractions, which share the fractions. Use a visual model, they can be represented using they can be represented using whole, which was covered in
same denominator. Highlight such as a fraction bar or circle, models. Highlight how models. Highlight how previous lessons. Explain how
how this understanding will to highlight the differences understanding these models will understanding these models will understanding simple fractions
transition into today's lesson on between fractions with varying support today's lesson on support today's lesson on lays the foundation for generating
dissimilar fractions, where denominators. Transition into generating equivalent fractions. generating equivalent fractions. equivalent fractions. Use a
denominators differ. Use a today's lesson by discussing Use an activity where students Use an activity where students hands-on activity like folding
simple activity where students how these models can help match fractions with their match fractions with their paper strips to show how
identify fractions in everyday represent and compare equivalent forms using visual equivalent forms using visual fractions can be divided into
objects around them (like the dissimilar fractions more aids to transition into the new aids to transition into the new smaller, equal parts, leading into
segments of an orange or effectively. topic. topic. the day's objective of generating
pizza) to bridge the gap from equivalent fractions using
familiar concepts to today's models.
focus on dissimilar fractions.
Lesson Purpose/Intention Interactive Fraction Hunt: Picture Analysis: Present Mystery Box: Prepare a mystery Interactive Quiz: Use an Fraction Folding Frenzy: Provide
Organize a classroom students with images of objects box containing objects that can interactive quiz to challenge students with strips of paper. Ask
scavenger hunt where students divided into different fractions, be divided into equivalent students to identify equivalent them to fold the strips into
find items that can be divided such as a pie chart or a fractions, such as a set of fractions. This can be done different numbers of equal parts
into different fractions, such as segmented chocolate bar. Ask colored blocks or pieces of fruit. using flashcards or an online and label each part with the
a sheet of paper, a chocolate them to identify and label the Have students guess what the platform. corresponding fraction
bar, or a set of crayons. fractions. objects inside the box represent
in terms of fractions.
Lesson Language Practice The following concepts may be The following concepts may be The following concepts may be The following concepts may be The following concepts may be
emphasized/reiterated: emphasized/reiterated: emphasized/reiterated: emphasized/reiterated: emphasized/reiterated:
• Similar fractions are sets of • Similar fractions are sets of • Similar fractions are sets of • Similar fractions are sets of • Similar fractions are sets of
fractions with common fractions with common fractions with common fractions with common fractions with common
denominators. denominators. denominators. denominators. denominators.
• Dissimilar fractions are sets of • Dissimilar fractions are sets of • Dissimilar fractions are sets of • Dissimilar fractions are sets of • Dissimilar fractions are sets of
fractions with different fractions with different fractions with different fractions with different fractions with different
denominators. denominators. denominators. denominators. denominators.
• As a set, both similar and • As a set, both similar and • As a set, both similar and • As a set, both similar and • As a set, both similar and
dissimilar fractions may dissimilar fractions may dissimilar fractions may dissimilar fractions may dissimilar fractions may compose
compose of proper fraction, compose of proper fraction, compose of proper fraction, compose of proper fraction, of proper fraction, improper
improper fraction, and improper fraction, and improper fraction, and improper fraction, and fraction, and mixed/whole
mixed/whole number. mixed/whole number. mixed/whole number. mixed/whole number. number.
Reading the Key Idea/Stem Dissimilar fractions have Models like fraction bars and Equivalent fractions represent Discussion Point: How can we Activity: Fraction Art
different denominators, which circles help visualize dissimilar the same value, even though use models to find fractions that Materials: N/A
can be represented using fractions, making it easier to they may look different. Using are equivalent? Encourage Significance: This activity will
various models like fraction compare and understand them. models like fraction bars or students to think about how help students visualize and
bars or circles. Understanding Recognizing patterns in these circles helps visualize how visual models can help identify reinforce the concept of
these differences helps in models can simplify the process different fractions can be patterns and relationships equivalent fractions.
comparing and converting of working with fractions. equivalent. between fractions. Instructions:
fractions effectively. 1. Draw a large rectangle on
Discussion Point: How can Discussion Point: How can we Activity: Fraction Model paper and divide it into different
Discussion Point: How do fraction models help us use models to find fractions that Creation sections using lines.
different denominators affect understand and compare are equivalent? Encourage 2. Color different sections to
the size of the fractions? fractions with different students to think about how Materials: Paper, pencil show equivalent fractions.
Engage students in a denominators? Encourage visual models can help identify Significance: This activity helps 3. Label each section with the
questioning chain about how students to think about how patterns and relationships students generate equivalent corresponding equivalent
fractions with different these models provide a visual between fractions. fractions using visual models. fraction.
denominators can be compared representation of fractions.
or visualized using models. Activity: Fraction Model Instructions: Assessment Questions:
Activity: Fraction Model Creation 1. Draw a rectangle on a sheet 1. What did you learn about
Activity: Fraction Model Drawing of paper. equivalent fractions through this
Drawing Materials: Paper, pencil 2. Divide the rectangle into activity?
Materials: Paper, pencil Significance: This activity helps equal parts to represent a 2. How can equivalent fractions
Materials: Paper, pencil students generate equivalent fraction, such as 1/2. help in real-world scenarios?
Significance: This activity Instructions: fractions using visual models. 3. Create an equivalent fraction 3. Can you think of another pair
encourages students to 1. Draw a rectangle on a sheet by dividing the rectangle into of equivalent fractions?
visualize and draw fractions, of paper. Instructions: more parts, such as 2/4.
aiding in their comprehension of 2. Divide the rectangle into 1. Draw a rectangle on a sheet
dissimilar denominators. different fractions, such as 1/3 of paper. Assessment Questions:
and 1/4. 2. Divide the rectangle into 1. How did your models show
Instructions: 3. Shade in one part of each equal parts to represent a equivalent fractions?
1. Draw two circles on a sheet fraction to represent the fraction, such as 1/2. 2. Why are the fractions
of paper. fractions visually. 3. Create an equivalent fraction equivalent?
2. Divide one circle into halves by dividing the rectangle into 3. What did you learn about
and the other into thirds. Assessment Questions: more parts, such as 2/4. fractions from this activity?
3. Shade in one part of each 1. How do your models help
circle to represent the fractions compare the fractions? Assessment Questions:
 1/2 and 1/3. 2. Which fraction is larger, and 1. How did your models show
how can you tell? equivalent fractions?
Assessment Questions: 3. What did you learn about 2. Why are the fractions
1. Which fraction is larger, 1/2 fractions from this activity? equivalent?
or 1/3? 3. What did you learn about
2. How can you tell by looking fractions from this activity?
at your drawings?
3. Why is it important to
visualize fractions?
Developing Understanding of Activity (pair work): Fraction Activity (pair work): Fraction Activity (pair work): Fraction Activity 1 (pair work): Fraction Activity
Key Idea/Stem Card Game Sorting Game Matching Game Matching Game - Identify five examples of
equivalent fractions in your
Materials: Pre-made fraction Materials: Fraction cards Materials: Fraction cards Materials: Fraction cards environment (e.g., in recipes,
cards Significance: This game helps Significance: This game helps Significance: This game helps measurements, or objects) and
Significance: This game helps students practice arranging and students practice identifying students practice identifying explain why they are equivalent.
students practice identifying comparing dissimilar fractions. equivalent fractions through equivalent fractions through
and comparing dissimilar play. play.
fractions through play. Instructions:
1. Pair up with a classmate. Instructions: Instructions:
Instructions: 2. Draw fraction cards and sort 1. Pair up with a classmate. 1. Pair up with a classmate.
1. Pair up with a classmate. them from smallest to largest. 2. Draw fraction cards and find 2. Draw fraction cards and find
2. Each player draws a fraction 3. Discuss your reasoning with matches of equivalent fractions. matches of equivalent fractions.
card. your partner. 3. Discuss your reasoning with 3. Discuss your reasoning with
3. Compare your fractions and your partner. your partner.
determine which one is larger. Assessment Questions:
1. How did you decide the order Assessment Questions: Assessment Questions:
Assessment Questions: of the fractions? 1. How did you find equivalent 1. How did you find equivalent
1. How did you decide which 2. What strategies did you use fractions? fractions?
fraction was larger? to compare the fractions? 2. What strategies did you use 2. What strategies did you use
2. What strategies did you use 3. Can you explain your to compare the fractions? to compare the fractions?
to compare the fractions? reasoning to your partner? 3. Can you explain your 3. Can you explain your
3. Can you explain your reasoning to your partner? reasoning to your partner?
reasoning to your partner?
Deepening Understanding of Activity: Fraction Art Activity: Fraction Puzzle Create a "Fraction Recipe" for a Create a "Fraction Recipe" for a Simplified Questions (S.Q.):
Key Idea/Stem simple dish or snack, such as a simple dish or snack, such as a 1. What is an equivalent fraction?
Materials: Colored paper, Materials: Pre-cut fraction fruit salad, where ingredients fruit salad, where ingredients 2. Can you name an equivalent
scissors, glue pieces are measured in equivalent are measured in equivalent fraction for 2/3?
Significance: This creative Significance: This puzzle fractions like 1/2 cup of grapes fractions like 1/2 cup of grapes 3. How do you know if two
activity lets students explore activity helps students solidify or 2/4 cup of nuts. Use the or 2/4 cup of nuts. Use the fractions are equivalent?
fractions by creating art pieces their understanding of dissimilar Project-Based Learning Project-Based Learning
using different fraction shapes. fractions by piecing together strategy to demonstrate real- strategy to demonstrate real- Formative Assessment
different models. world applications of fractions. world applications of fractions. Questions:
Instructions: 1. Generate an equivalent
1. Cut colored paper into Instructions: fraction for 3/4.
different fraction shapes (e.g., 1. Use pre-cut fraction pieces to 2. Why is 6/8 equivalent to 3/4?
1/2, 1/3, 1/4). complete a puzzle. 3. Provide two equivalent
2. Arrange and glue these 2. Match the pieces to form fractions for 5/6.
shapes onto a larger paper to complete shapes.
 create a picture. 3. Label each fraction used in
3. Label each fraction used in the puzzle.
your artwork.
Assessment Questions:
Assessment Questions: 1. What fractions did you use in
1. What fractions did you use in your puzzle?
your artwork? 2. How did the different
2. How do the different fractions fractions fit together?
contribute to your picture? 3. Why is labeling important in
3. Why is labeling important in this activity?
this activity?

Making Generalizations and Understanding dissimilar Using models to represent Understanding equivalent Understanding equivalent Understanding equivalent
Abstractions fractions allows us to compare dissimilar fractions helps us fractions enables us to see the fractions enables us to see the fractions is essential for making
and use them in real life, such compare and understand them same value in different forms, same value in different forms, accurate measurements and fair
as in recipes or dividing better. This skill is essential for which is useful in calculations which is useful in calculations divisions. The ability to generate
resources. Recognizing practical applications, like and everyday situations. and everyday situations. equivalent fractions simplifies
different denominators helps in dividing resources or planning Recognizing equivalent Recognizing equivalent complex calculations and
determining the value and use projects. fractions helps simplify fractions helps simplify enhances problem-solving skills.
of each fraction in various mathematical problems and mathematical problems and
contexts. real-world tasks. real-world tasks.
Evaluating Learning Formative Assessment Formative Assessment Simplified Questions: Formative Assessment Higher Order Thinking Skills
Questions: Questions: 1. What is an equivalent Questions: (H.O.T.S.) Questions:
1. How do you know if one 1. How can models help fraction? 1. How can models help find 1. How can equivalent fractions
fraction is larger than another? compare fractions with different 2. How would you describe a equivalent fractions? help in budgeting or shopping?
2. What tools can you use to denominators? fraction model? 2. What tools can you use to (Answer: Allows for comparison
compare fractions with different 2. What tools can you use to 3. How do you draw a fraction? represent fractions visually? and calculation of discounts and
denominators? represent fractions visually? 4. What is a fraction? 3. Why is it important to savings accurately.)
3. Why is it important to 3. What is a fraction? 5. How would you describe a understand equivalent 2. Why is it important to
understand dissimilar fractions? denominator? fractions? understand equivalent fractions
Higher Order Thinking Skills in cooking? (Answer: Ensures
Higher Order Thinking Skills Questions: Higher Order Thinking Skills accurate ingredient
Questions: If you had to divide a pizza into Questions: measurements, especially when
Why might fractions with different sizes, how would you How can understanding scaling recipes.)
different denominators be represent this using dissimilar fractions help you in making 3. How would you explain
useful in everyday life? fractions? (answer: Use decisions about dividing equivalent fractions to someone
(answer: They allow us to divide fractions like 1/2, 1/4, and 1/8 to resources? (answer: It helps in who has never learned about
things into different parts and show different slice sizes.) ensuring fair and accurate them before? (Answer: They are
sizes, which is useful in distribution of resources.) different fractions that represent
cooking, construction, and the same value, like different
budgeting.) ways to divide the same whole.)
Additional Activities for Assignment: Fraction Journal
Application or Remediation (if
applicable) Guiding Overview: Encourage
students to keep a journal of
where they encounter fractions
in their daily lives, such as
when measuring ingredients or
 sharing food.

Activity: Write a journal entry

each day about a real-life
situation where you used
fractions, describing the context
and the fractions involved.
V. REMARKS _____Achieved _____Achieved _____Achieved _____Achieved _____Achieved
_____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching _____Re-teaching
_____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the _____Transfer of lesson to the
following day following day following day following day following day
_____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time _____Lack of Time
_____No class _____No class _____No class _____No class _____No class
VI. REFLECTION
No. of learners earned 80%in the Number of Learners who Number of Learners who Number of Learners who Number of Learners who Number of Learners who earned
evaluation. earned 80% above earned 80% above earned 80% above earned 80% above 80% above
OSMEÑA OSMEÑA OSMEÑA OSMEÑA OSMEÑA
MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL
No. of learners who required Number of Learners who Number of Learners who Number of Learners who Number of Learners who Number of Learners who require
additional activities for remediation require additional activities for require additional activities for require additional activities for require additional activities for additional activities for
who scored below 80% remediation remediation remediation remediation remediation
OSMEÑA OSMEÑA OSMEÑA OSMEÑA OSMEÑA
MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL
Did the remedial lesson work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
of learners who have caught up Number of Learners who Number of Learners who Number of Learners who Number of Learners who Number of Learners who caught
with the lesson. caught up the lesson caught up the lesson caught up the lesson caught up the lesson up the lesson
OSMEÑA OSMEÑA OSMEÑA OSMEÑA OSMEÑA
MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL
No. of learner who continue to Number of Learners who Number of Learners who Number of Learners who Number of Learners who Number of Learners who
require remediation continue to require remediation continue to require remediation continue to require remediation continue to require remediation continue to require remediation
OSMEÑA OSMEÑA OSMEÑA OSMEÑA OSMEÑA
MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL MACAPAGAL
Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did this work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
 ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their
tasks tasks tasks tasks tasks
What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/ attitude __ Pupils’ behavior/ attitude __ Pupils’ behavior/ attitude __ Pupils’ behavior/ attitude __ Pupils’ behavior/ attitude
can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/Internet __ Science/ Computer/Internet __ Science/ Computer/Internet __ Science/ Computer/Internet __ Science/ Computer/Internet
Lab Lab Lab Lab Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I used/discover which __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
I wish to share with other __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards
__Pictures __Pictures __Pictures __Pictures __Pictures