4

Quarter 1
Lesson 1 3
Lesson Exemplar Lesson

for Mathematics 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 3: Lesson 7 (Week 7)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Steve B. Anapi (Philippine Normal University – Manila)

Validator:
• Lalaine Ann F. Manuel, Ph.D. (Cental Luzon State University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
MATHEMATICS / QUARTER 3 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of the subtraction of dissimilar fractions.
Standards

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

C. Learning 1. Subtract dissimilar fractions:

Competencies 1.1. two proper fractions,
and Objectives 1.2. two mixed numbers,
1.3. a mixed number and a proper fraction,
1.4. a whole number and a proper fraction, and
1.5. a whole number and a mixed number.

D. Content Subtraction of Dissimilar Fractions

E. Integration

II. LEARNING RESOURCES

The Math Learning Center. (n.d.). Fraction by The Math Learning Center. https://apps.mathlearningcenter.org/fractions/
Toy Theater. 2014. Fraction Bars. https://toytheater.com/fraction-bars/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Activity 1 is intended to

Knowledge 1. Short Review automate the procedures for
Activity 1. (Drill) subtracting similar fractions.
Similar Fraction Facts. Using flashcards, let learners recall how to subtract
similar fractions (two proper fractions, two mixed numbers, a mixed number and Important Note. It is advisable
a proper fraction, a whole number and a proper fraction, and a whole number to have examples of subtracting
and a mixed number). similar fractions that will not
lead to improper fractions. The

1
 Sample Activity (Individual) intention is to automate the
4 2
1. 5 − 5
7
4. 1 − 12 procedure. Make deliberate
7 3 3 examples in the flashcards.
2. 10
− 10 5. 1 − 5
7 5
3. 8
−8

DAY 2
Activity 2 (Drill) Activity 2 is intended to make
Sample Activity (Individual). Use flashcards to drill learners on converting learners commit to their memory
improper fractions to mixed numbers and vice versa. of improper fractions and mixed
Instructions. Find the missing number to complete the pairs of equivalent number facts.
fractions.
? 13 ? 8 ? *Add more items in Activity 2.
1. 2 = 5 2. 5 =? 5 3. 3 = 2 3

2. Feedback
If learners have difficulty recalling the subtraction of similar fractions and
converting improper fractions to mixed numbers and vice versa, illustrate
through the model and then move forward to the process to build procedural
fluency.

B. Establishing DAY 1 The intention of Activity 3 is to

Lesson Purpose 1. Lesson Purpose recall dissimilar fractions and by
Activity 3. Let learners recall how to compare dissimilar fractions. comparing, let learners get their
Sample Activity (Pair Activity) differences via modeling. Include
Instructions. Let learners arrange the following dissimilar fractions in in this activity the following:
descending order. After arranging, let them get their differences. Let them 1.1. two proper fractions,
illustrate through fraction strips/bars how were they able to get the differences. 1.2. two mixed numbers, and
2 3 9 1.3. a mixed number and a
1. , ,
3 5 15 proper fraction.
_____, _____, _____

Difference: ______ ______ *Add more items so learners

build confidence in subtracting
Model:
dissimilar fractions.

2
 DAY 2
Activity 4. Let learners recall how to compare dissimilar fractions. Same with the intention of
Sample Activity (Pair Activity) Activity 3, but in this activity,
include the following:
Instructions. Let learners arrange the following dissimilar fractions in 1.4. a whole number a proper
descending order. After arranging, let them get their differences. Let them fraction, and
illustrate through fraction strips/bars how were they able to get the differences. 1.5. a whole number and a
1.
2
1 , 2,
12 mixed number.
3 15

_____, _____, _____

*Add more items so learners
build confidence in subtracting
Difference: ______ ______ dissimilar fractions.

Model:

No content area vocabulary to

add but, if necessary, let
2. Unlocking Content Area Vocabulary learners recall the concept of
LCD (least common
denominator)

C. Developing and DAY 3

Deepening SUB-TOPIC: Subtracting Dissimilar Fractions It is advisable to use the
Understanding 1. Explicitation previously worked examples in
After doing Activities 1 and 3, let learners further build on subtracting dissimilar modeling to be able to present
fractions using the concepts of equivalent fractions and similar fractions. the concept and later the
procedures.

2. Worked Example Note. Help learners be familiar

Example 1. What is the difference between
2
and
1
? with the procedure by modeling
3 4
how to “Think Aloud”. Read the
Solution: Using Modeling
steps and let them repeat. Model
how to cognitively encode the

3
 procedure in their working
Equation Mat
memory.
2 1 Example.
Subtract: –
3 4 Step 1 Find LCD.
Step 2 Make fractions similar.
Model: Step 3 Add.

Important Note. Many teachers

teach addition/subtraction of
dissimilar fractions in too
mechanical way. For example,
after identifying the LCD,
teachers will proceed with by
doing this procedure.
1 1
Say, 2
- 3
5
Answer: 12 LCD: 6

1 1 ? − ?
“I DO” - =
2 3 6
How to subtract dissimilar fractions?
2 1
Subtract: 3 - 4
Solution: Then will introduce the
Step 1. Determine LCD of the given fractions. procedure like 6 divided by 2
LCD: 12 times 1, thus getting the new
Step 2. Use the LCD to make the given fractions similar. numerator 3. Proceeding with
2
=
? 1
=
? the second fraction, 6 divided by
3 12 4 12 3 times 1, getting the new
2 8 1 3
= = numerator 2.
3 12 4 12
Step 3. Subtract the similar fractions.
2 8 1 3 These pedagogical strategies do
3
- -
4
12 12
= not help students to connect the
=
8−3 concept of equivalent fractions in
12 adding/subtracting dissimilar
5
Answer: fractions.
12

4
“WE DO”. Subtract
2
from
3 Let them individually transform
3 4
4 3 the fractions into similar
“YOU DO”. Subtract: 5
- 10 fractions using the LCD and
equivalent fractions concept.
3 1
Example 2. Subtract 1 4 from 3 2
“I DO” You may use also the
Solution: pedagogical strategy “I Do - We
1 3 Do - You Do”. The teacher
Number Sentence: 3 2 - 1 4
models how to subtract
1 7 3 7
Step 1. Convert mixed numbers to improper fractions: 3 2 = 2 ; 1 4 = 4 dissimilar fractions. Next, both
Step 2. Determine LCD of the given fractions: 4 the teacher and learners do the
Step 3. Use the LCD to make the given fractions similar: modeling. Lastly, learners do the
7 ? 7 ? modeling with little to no
=4 =4
2 4 guidance from the teacher on a
7 14 7 7
= = gradual basis.
2 4 4 4
1 14 73
Step 4. Subtract the similar fractions: 3 2 - 1 4 = 4
-4 *The “We Do” part is intended to
14−7
= 4 gradually teach learners different
7 3
subtraction strategies or
Answer: 4 or 1 4 methods using the formal
“WE DO”. Find the difference
1 3
between 2 4 and 1 5 mathematical language (e.g.
difference between, subtracted
1 1
“YOU DO”. Subtract: 3 3 - 1 12 from, etc.)

2 2 Notice that for Example 2, the

Example 3. Subtract: 4 3 - 5 fraction part of the subtrahend
“WE DO” is greater than the fraction part
Solution: of the minuend. Instead of using
2 2
Number Sentence: 4 - the process of “regrouping and
3 5
2 14 borrowing” from the whole
Step 1. Convert mixed numbers to improper fractions: 4 =
3 3 number of the mixed number to
Step 2. Determine LCD of the given fractions: 15 be added to the fraction part of
Step 3. Use the LCD to make the given fractions similar: the minuend, it is encouraged to
14 ? 2 ?
= 15 = 15 “rewrite” the mixed numbers into
3 5
improper fractions and then
14 70 2 6
3
= 15 5
= 15
transform again to equivalent
fractions.

5
Step 4. Subtract the similar fractions: 4 -
2 2
=
70
-
6 To be able to commit to the
3 5 15 15
memory of learners on how to
70−6
= rewrite mixed numbers to
15
improper fractions, you may ask
64 4
Answer: or 4 15 them the following (see example
15 1
2), “How many 2s are there in
1 1
Example 4. What is the difference between 2 and 7
5 3 2? How many 4s are there in
3
Solution: 1 4?”
5
Number Sentence: 2 -
7
Step 1. Determine LCD of the given fractions: 7
Note. After several examples, you
Step 2. Use the LCD to make the given fractions similar:
? 5 ? may switch to “We Do - You Do”
2= = approach and eventually to “You
7 7 7
2=
14 5
=
5 Do” approach.
7 7 7
5 14 5
Step 3. Subtract the similar fractions: 2 - 7
= 7
-7
14−5
= 7
9 2
Answer: or 1
7 7

2
Example 5. Subtract 2 3 from 5
Solution:
2
Number Sentence: 5 - 2 3
2 8
Step 1. Convert mixed numbers to improper fractions: 2 3 = 3
Step 2. Determine LCD of the given fractions: 3
Step 3. Use the LCD to make the given fractions similar:
? 8 ?
5= =
3 3 3
15 8 8
5= 3 3
= 3
152 8
Step 4. Subtract the similar fractions: 5 - 2 3 = 3
−3
15−8
= 3
7 1 *Add more worked examples.
Answer: or 2
3 3

6
 DAY 4 Answer Key:
3. Lesson Activity 7
1. 12
(Pair Activity). Let learners be more familiar with how to subtract dissimilar
1
fractions by giving them more practice exercises. 2. 10
Sample Activity.
1
Instructions. Determine the difference of the following. Reduce the difference in 3. 1 12
its simplest form if possible.
11 1 3 2 5
1. 12 − 3 4. 5 6 − 3 4. 4
6
3 1 3
2. − 5. 3 − 2 5.
2
5 2 5
3 2 5
3. 4 − 3
4 3

D. Making DAY 3
Generalizations 1. Learners’ Takeaways
Give this activity to test the conceptual and procedural understanding of
learners in adding dissimilar fractions.

Fill Me Up!
Fill up the following to make the procedures correct.
7 3 3 3
1. 6
- 4
2. 27 - 15

Solution: Solution:
LCD: ____ LCD: ____
7 3 14 ? 3 3 17 ?
- = 12 -
6 4 12
27 + 15 = 7 − 5
14 − ? ? 56
= 12 = 35
− 35
5 85−56
=? = ?
?
= 35

2. Reflection on Learning
(Homework)
3 4 1
Regine subtracted 210 from 35. She got a difference of 12. Is she correct? Show
Homework is optional.
that Regine’s answer is correct.

7
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answer Key:

Learning 1. Formative Assessment 1.
2
Worksheet: Activity 1: Riddle Time! (See attached copy of the worksheet) 9
Total points: 15 points 7
Solution part: 2 points each 2.
15
Rubric. 1
3. 6
0 Did not attempt to solve the problem. 4
1
1 With solution but has incorrect procedures still arrived at the 4. 5
10
correct answer; No solution provided but arrived at the correct
5
answer 5. 1
8
2 Provided a complete solution, no incorrect procedures, and 1
arrived at the correct answer. 6. 2
6

Riddle part: 3 points Riddle: A TOWEL

Rubric.
0 Did not attempt to decode the riddle.

1 Able to decode the riddle but the solutions provided were

incorrect. Guessed some of the items.

3 Decoded the riddle properly according to the correct solution

provided.

2. Homework (Optional)

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
used, learner engagement, and
materials used other related stuff.

8
 learner engagement/ Teachers may also suggest ways
interaction to improve the different activities
explored/lesson exemplar.
others

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
consider this as an input for the
• students LAC/Collab sessions.
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?