NMP GRADE 4 QUARTER 3, WEEK 3

National Mathematics
Program
1. Reducing fractions to simplest form
using GCF
2. Comparing dissimilar fractions
using symbols <, >, and =.
● Comparing dissimilar fractions
using models
● Comparing dissimilar fractions
Grade IV
Quarter 3, Week 3
Day 1
Good morning/afternoon, pupils!
Today, we will reduce fractions to
their simplest form using the
Greatest Common Factor (GCF).
Let's begin with an activity first to
review our previous lesson.
Last week, you learned about equivalent
fractions and how they are generated.
Today, we will explore how to find the
factors of a given number and the
common factors of a set of numbers. This
will be utilized in reducing fractions in
simplest form/ lowest term.
Before we continue our discussion, let's review
the definition of the term Greatest Common
Factor (GCF).
• The Greatest Common Factor (GCF) is the
largest among the common factors of the given
numbers. It is also the greatest or largest
number that can divide the given numbers
without remainders.
Let's explore more on how to reduce fractions to
their simplest form or lowest terms. As a hint,
the first problem in the table has already been
answered for you. Your task is to complete the
remaining parts of the table.
Based on your answers, how do we reduce fractions to
their simplest form or lowest terms?
When we reduce fractions to their simplest form or
lowest terms, first factor the numerator and
denominator of the given fraction. Second, identify their
common factors. Third, determine the greatest common
factor. Lastly, divide the numerator and denominator by
their greatest common factor. Remember, if both the
numerator and denominator are relatively prime, then
the fraction is in its simplest form or lowest term.
Let us now try another activity by completing the table below. On a piece of paper, identify the
factors of the numerator and denominator, write the common factor/s and greatest common factor
(GCF), then simplify the given fraction. Show your solution.
What are the things that you’ve learned from the discussion? Kindly get
¼ sheet of paper and answer the questions on the table below
On the importance of this lesson to one's daily life, how can the lesson
on reducing fractions to their simplest form be useful in your daily life?
Who would like to volunteer to share their ideas with your classmates?
Now, let's test your understanding by answering the following questions. Write
your answers on the activity sheet. Identify the GCF of the numerator and
denominator of each fraction. Then, express each fraction in its simplest form or
lowest term.
Day 2
Today, we will learn how to compare dissimilar fractions using fraction
strips and discs.To get started, let's activate our minds with a Fraction
Scavenger Hunt!
Here's what we will do:
1. I have hidden different pairs of color-coded fraction cards around the
classroom.
2. Each group will search for these pairs of similar fractions written on
colored papers.
3. Once you find a pair, list the fractions on a piece of cartolina or
manila paper.
4. Illustrate each pair by drawing either fraction bars/strips or fraction
circles/discs.
5. After illustrating, identify which fraction in each pair is greater.
When comparing similar fractions, the greater the numerator, the greater the
value of the given fraction. The symbols greater than (>), less than (<), and equal
to (=) can be used in comparison. The use of visual representation helps us
compare fractions and identify which fraction has a greater or smaller value.
Based on the illustrations/models, we can determine that:
Yesterday, you learned about reducing
fractions to their simplest form using
the Greatest Common Factor (GCF).
Today, we will compare dissimilar

fractions using fraction strips and/or
discs.
Before we proceed with our discussion,
let us first recall the definition of the
term "dissimilar fraction.“
Dissimilar fractions are fractions that

have different denominators.
In this activity, you will be divided into small groups of
three or four members. Using the illustration, each group
will visually examine the shaded portions of the given
fraction pair. Then fill in the box with the appropriate
symbols (>, <, =) and write which is the greater fraction.
Write your answers on the worksheet provided.
What are the things that you’ve learned from the discussion?
Kindly get ¼ sheet of paper and answer the questions on the table
below.
Cite an instance when understanding
how to compare fractions would be
helpful. Share your ideas with your
classmates
Now let’s evaluate what you have learned. Compare the
following fractions using the symbols less than (<), greater
than (>), equal (=). Illustrate them using fraction
strips/discs.
Day 3
Good morning/afternoon, pupils! How are you doing today?
Let's first do this activity to recall the previous lesson on equivalent
fractions.
Yesterday, you learned about comparing
dissimilar fractions using fraction
strips/discs. Today, you will learn different
strategies to further understand comparing
dissimilar fraction.
Before we go further into our discussion, let us recall the
meaning of the following terms.
• Equivalent fractions are fractions that have different
numerators and denominators but are equal to the same
value. For example, 2/4 and 3/6 are equivalent fractions,
because they are both equal to 1/2.
• Least Common Multiple (LCM) is the smallest number
that two or more numbers can all divide into without
leaving a remainder.
• Dissimilar Fractions are fractions with different
denominators.
Let’s read and understand the word problem.
Theon and Rapha bought the same chocolate cakes
at the MATHatag Bakeshop. Theon sliced his cake
into eight equal parts and ate two slices, while
Rapha sliced his cake into four and ate two slices.
Who ate a larger portion of their cakes?
It is evident from these examples that we can generate several
equivalent fractions with the same denominators that will lead to the
same value when comparing fractions.
After converting the given dissimilar fractions into similar fractions,
what have you notice?
Expected answers:
• Getting the equivalent fractions of the given with the same
denominators is the same as changing dissimilar fractions to similar
fractions without changing the given fractions' values.
● When the fractions are similar, simply compare their numerators. The
bigger the numerator, the greater its value
For Fraction greater than ½:
● When a fraction is greater than 1/2, the
numerator is noticeably greater than half of the
denominator. For instance, the fraction 5/8, the
numerator 5 is greater than half of the denominator
8. This is evident as half of 8 is 4, and 5 is greater
than 4. Therefore, we can say that a fraction is
greater than ½ if the numerator is more than half of
the denominator.
Let us now try to do another activity by completing the
table below. Write yours answers on a piece of paper.
What are the things that you learned from the discussion?
Get ¼ sheet of paper and answer the questions on the
table below
On the conduct of group activities, why is it
important for each member of the group to
have a contribution during the activities? What
values have you gained from these activities?
Share your thoughts with the class.
Day 4
Good morning/afternoon, pupils! How are
you feeling?
Today, we will play a game about equivalent
fractions. Everybody must stand up and
cooperate with their group.
Yesterday, you learned about the two
strategies of comparing dissimilar
fraction. Today, we will continue the
discussion with the third strategy.
Before we proceed with our discussion, let us
recall the meaning of the term cross
multiplication.
• Cross Multiplication is a method where you
multiply the numerator of one fraction by the
denominator of the other fraction, and then
compare the two products to determine if the
fractions are equal.
Let's read and understand the word problem
together.
Pam and Eli bought the same blueberry cheesecake
at the Lago De Dalahican Café. Pamela sliced her
cake into eight equal parts and ate one slice, while
Eli sliced her cake into four and ate one slice also.
Who ate a larger portion of their cakes?
Based from the activity, what is the process of comparing dissimilar fraction
using strategy 3?
Expected answer:
Strategy 3: Using Cross Multiplication
Cross Multiply:
1. a. Multiply the numerator of the first fraction by the denominator of the
second fraction.
b. Multiply the numerator of the second fraction by the denominator of the
first fraction.
2. Compare the Products:
• If the product of the first fraction's numerator and the second fraction's
denominator is greater, then the first fraction is larger.
• If the product of the first fraction's numerator and the second fraction's
denominator is greater, then the first fraction is larger.
What did you learn from the discussion? Kindly get ¼ sheet of
paper and write your answers to the questions below.
Why is it helpful to have different ways to
solve problems, like comparing fractions?
How does using different methods help
you solve problems better in everyday
situations?

NMP GRADE 4 QUARTER 3, WEEK 3

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National Mathematics

Today, we will compare dissimilar

Dissimilar fractions are fractions that

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