School GDVES Grade Level Grade 4

Teacher GLADYS D.CARREON Learning Area Mathematics 4

GRADE 4
Date & Quarter Third Quarter
DAILY LESSON Time
Week 6
PLAN

I. Objectives:

A. Content Standard

The learner should have knowledge and understanding of decimal numbers and their
relationship to fractions.

B. Performance The learners are able to convert decimal numbers to fractions and fractions (with
Standard denominators 10 or 100) to decimals.

C. Learning Convert decimal numbers to fractions, and fractions with denominators 10 or 100 to
Competencies decimals.

D. Objectives

a. Explain the process of converting decimal numbers to fractions

b. Demonstrate the ability to convert decimals to fractions using place value and fraction
models

c. Develop a positive attitude towards learning math by recognizing the practical

applications of converting decimals and fractions in everyday situations, such as buying or
measuring.

II. CONTENT Conversion of Decimals to Fractions

(Subject Matter) Conversion of Fractions with Denominators 10 or 100 to Decimals

III. LEARNING RESOURCES

A. Reference MATATAG Curriculum Guide

Lesson Exemplar for Mathematics 4

Learning Activity Sheet for Mathematics 4

B. Additional PowerPoint presentation, drill board, teaspoon, medicine cup, dropper, pictures, pentel
Materials from pen, manila paper, tarpapel
Learning Resources

Pamamaraan: INTEGRATIVE APPROACH/ Scaffold-Knowledge lntegratjon

Integration: ENGVR-I-3 Identify real or make-believe, fact or non-fact images.

EN4SW-IV-1 Use words with literal (denotative) and implied (connotative)

meanings in sentences (definition)

IV. TEACHING AND

LEARNING
PROCEDURES
 ANNOTATIONS

A. Activating Prior Review

Knowledge
This illustrates
(Mind and Mood) *Greeting/Setting of Class Rules
Observable
a. Prayer Indicator #5:
Maintained
b. Checking of attendance
supportive learning
c. Quick “Kumustahan” environments that
nurture and inspire
learners to

participate,
cooperate and
collaborate in
continued learning.

Decimal Number Hunt!

“Listen carefully! We are going on a Decimal Hunt. Your task is

to find decimal numbers from the materials I will show you.”

Instruction:

 Look closely at the price tags, receipts, measuring tools,

or other objects with numbers. Search for decimal
numbers that have decimal parts up to the hundredths
place.
This illustrates
 When you find a decimal number, do the following: Observable Indicator
# 1:
 Write the decimal number in both fraction and word
forms Applied knowledge
of content within
“Keep hunting, everyone! Who can find the most decimals?” and across
curriculum teaching
Decimal Number Hunt Table: areas.

Decimal Form Word Form Fraction form

This illustrates
Observable
Indicator # 3
‘B. Write the decimal form in Part A in the place value chart.
Below
Used a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills
B. Establishing a What do you notice about the fractions in our Review Exercise?
Lesson Purpose
This illustrates
(Aims)
Observable Indicator
How is the decimal form related to the denominator of the fraction #4
form?
Used effective
verbal and non-
verbal classroom
Unlocking Content Area Vocabulary communication
strategies to support
Decimal – A number that includes a decimal point, which separates learner
whole numbers from fractional parts. understanding,
participation,
Fraction – A way of representing a part of a whole, written as a engagement, and
numerator (top number) and a denominator (bottom number), achievement

Place Value – The value of a digit in a number based on its position.

Numerator – The top number in a fraction, representing how many

parts are taken (e.g., in ¾, the numerator is 3).

Denominator – The bottom number in a fraction, indicating the total

number of equal parts in a whole (e.g., in ¾, the denominator is 4).

C. Developing Key Idea: Each decimal represents a fraction with a denominator This illustrates
based on its place value.
Understanding of Observable
Indicator #6:
the Lesson Maintained
A. Decimal number with 1 decimal digit: supportive learning
(Task and environments that
nurture and inspire
Thoughts)
learners to
Let us discover how to convert a decimal number with 1 decimal participate,
digit to fraction. cooperate, and
collaborate in
continued learning
Example 1: Convert 0.4 to fraction.

How do you write 0.4 in word form? four-tenths

4 This illustrates
How do you write four-tenths in fraction form?
10 Observable
Indicator #4: Used
effective verbal
Example 2: Convert 0.8 to fraction. and non-verbal
classroom
How do you write 0.8 in word form? eight-tenths communication
strategies to
8
How do you write eight-tenths in fraction form? support learner
10
understanding,
participation,
engagement and
achievement.

B. Decimal number with 2 decimal digits:

Let us discover how to convert a decimal number with 2 decimal

digits to fraction. This illustrates
 Observable
Indicator #6
Example 1: Convert 0.03 to fraction.

How do you write 0.03 in word form? three hundredths

Applied a range of
3 successful strategies
How do you write three hundredths in fraction form? that maintain
100
learning
environments that

Example 2: Convert 0.25 to fraction. motivate learners to

work productively
How do you write 0.25 in word form? twenty-five hundredths by assuming
responsibility for
25 their own learning.
How do you write twenty-five hundredths in fraction form?
100

Guided Practice:

● Rename the following decimals as fractions:

- 0.3 = ___

- 0.6 = ___

Directions: Answer the conversion problems.

This illustrates

Observable
1) Alprazolam 0.5 milligram is used in the treatment
Indicator #3
of anxiety and panic disorder. Convert the
decimal to fraction. Used a range of
teaching strategies
that enhance
learner
5 achievement in
0.5 =
10 literacy and
numeracy skills

2) A tablespoon is equivalent to about 0.75 milliliter. 0.75 milliliter is

about 15 drops. Convert the decimal to fraction.

75
0.75 =
100

D. Deepening Let’s Do This Activity! This illustrates

Understanding of Observable
Indicator #5:
the Lesson Group Activity Rules Maintained
supportive learning
Be a HERO. environments that
nurture and inspire
 In doing the activity, members must Help each other.
learners to
 Encourage yourself to share ideas and follow instructions. participate,
cooperate and
 Respect each other in the group.
collaborate in
 Observe cleanliness, silence and timeliness. continued learning..
 This illustrates

Group 1 Observable
Indicator #6
Directions: Convert the following decimal numbers with two decimal
Applied a range of
places into fractions. Write your answer on the banana.
successful strategies
that maintain
learning
environments that

a.) b.) c.) d.) e.) motivate learners to

work productively
by assuming
responsibility for
their own

learning.

Group 2

This illustrates
Observable
Indicator #3 Used a
range of teaching
strategies that
enhance learner
achievement in
literacy and
numeracy skills.

Group 3

Directions: Convert air pollutant levels of carbon monoxide (CO) (with

one decimal place) into fractions and analyze their impact on
environmental health.

(CO-Carbon Monoxide is a colorless, odorless gas produced by cars,

factories, and burning fuels)

(Air Quality Index (AQI) is a system used to measure and report the
quality of air in a specific location.)

Science 4: Identify some of the basic characteristics used to describe the

weather, such as air temperature, air pressure, wind speed, wind direction,
 humidity, rain, and cloud cover;

Location Carbon Converted to AQI Category

Monoxide Fraction
Level (Decimal (Simplified) This illustrates
Form in ppm) Observable
Indicator #7:
City A 0.1 ppm Good
Design, adapt and
City B 0.4 ppm Unhealthy
implement
City C 0.3 ppm Unhealthy for
teaching strategies
Sensitive
that are responsive
Groups to learners with
*ppm-parts per million disabilities,
giftedness and
Group 4
talents.
Directions: In each problem, follow the instructions and express into
fractions or in decimal form.
a.) A water bottle holds 3/10 of a liter. Write this as a decimal.

b.) Mark ran 0.75 km in the relay race. What is this distance in
fraction form?

*Directions: Rename each decimal number to its simplest fraction

form. Then, complete the table.

E. Making How do you convert a decimal with 1 decimal digit to This illustrates
Generalizations fraction? Observable
Indicator #4 Used
(Abstractions) effective verbal
and non-verbal
To convert the decimal to fraction, write the decimal digit in the classroom
numerator and write 10 in the denominator. communication
strategies to support
learner
understanding,
How do you convert a decimal with 2 decimal digits to
participation,
fraction?
engagement and
To convert the decimal to fraction, write the decimal digits in the achievement.
numerator and write 100 in the denominator.

Why is it important to know how

F. Evaluation Directions: Read the sentences carefully and convert decimal to This illustrates
fractions and vice versa. Choose the correct letter. Observable
(Tools for Indicator #7:
Assessment) Design, adapt and
implement
teaching strategies
that are responsive
to learners with
82 disabilities,
1. Convert the fraction to decimal. giftedness, and
100 talents
A.) 0.8 B.) 0.82 C.) 0.082 D.) 8.02 .

2. Convert 0.7 to fractions

1 7 7 10
A.) B.) C.) D.)
7 10 100 7

3. A doctor prescribes 0.25 grams of medicine. Convert this to a

fraction.

1 2 1 1
A.) B.) C.) D.)
4 4 8 2

4. A bag of rice weighs 7/10 kg. Convert this to a decimal.

A.) 0.007 B.) 0.07 C.) 0.7 D.) 7

5. A runner completed 9/10 of a marathon. Express this as a decimal.

A.) 0.10 B.) 0.9 C.) 0.09 D.) 0.009

V. REMARKS
(Annotation)

VI. REFLECTION Reflection Guide or Prompt can be on:

(Gains)

 Principles behind the teaching

What principles and beliefs informed my lesson?

Why did I teach the lesson the way I did?

  Students

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?

Prepared by:

GLADYS D.CARREON
T-1

Observed by:
ROMULO L.CUERBO JR.
School Head