Detailed Lesson Plan in Mathematics 4

I. OJECTIVES LEARNING TASKS/ACTIVITIES

Content Standard Demonstrate understanding of lowest terms.
Performance Standard Recognize the lowest terms of fractions.
Learning Competencies/Objectives At the end of the lesson, students will be able
to:
a. Identify fractions in lowest terms.
b. Determine the fraction equal to one to
be use in simplifying fractions to lowest
terms.
c. Write fractions in lowest terms.
II. CONTENT Lowest Terms
Integration Health

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Manual Mathematics book 4, page
125, CG
2. Learner’s Guide Pages Math textbook 4
B. Materials
1. Additional Materials Cartolina, marker, flash cards, colored papers
IV. PROCEDURE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. Preliminary Activities

“Good afternoon everyone!” “Good afternoon, Ma’am Sarah.”

“How are you today?” “We’re all fine, ma’am.”

“It is nice to hear that.”

1. Prayer
“Now, please all stand up and let us pray.” (Pupils will stand up and pray.)

“Before you take your seats, arrange your (Pupils will arrange their chairs properly.)
chairs properly.”

2. Checking of attendance
“Are all present today?” “Yes ma’am.”

“I’m glad that there is no absent today.”

3. Recalling of the classroom rules

“Class, before we go to our new lesson, “Don’t be noisy, sit properly and listen to the
what should you do when the teacher is teacher.”
speaking in front?”
“How about when you want to recite or if
you have questions? What should you “We will just raise our hands ma’am.”
do?”

“Are we clear with these rules?”

“Yes ma’am.”
B. Establishing a purpose for the lesson
“Before we proceed to our lesson for “We discussed about factors, ma’am.”
today, who can recall about your topic last
meeting? What did you discuss?”

“Very good!”

“If you really listened last time, what are “Factors are the numbers divisible by the
factors again?” given number.”

“Correct!”

“Now, who can give me the factors of “1, 2, 3, 4, 6, and 12 ma’am.”

12?”

“Correct!”
“You really listened last meeting.”

“Because of that, we can now proceed to

our new lesson.”

(The teacher will paste the lesson

objectives on the board.)

“Everyone, please read the objectives of “At the end of the lesson, you must be able
our lesson for today.” to:

a. Identify fractions in lowest terms.

b. Determine the fraction equal to one to
be use in simplifying fractions to lowest
terms.
c. Write fractions in lowest terms.

“Are all these objectives clear for you?” “Yes ma’am.”

C. Presenting examples/instance of the

new lesson

Motivation/Drill

“For our first activity, we will be using

these flash cards.”

“Are you all excited?” “Yes ma’am!”

“I will give you first the colored papers
you will be using.”

“Everyone please read the directions

on the board.”

DIRECTIONS: Raise orange paper if

the fraction that is being flash is in its
lowest term, but if it is not in its lowest
term, raise blue paper. You have 15
seconds to solve each fraction.

“After 15 seconds you need to raise

your answer.”

“Is that clear?” “Yes ma’am.”

“Are you all ready?” “Yes ma’am.”

Flash Card 1 Possible Answers:

2 1
1. Blue Paper (LT= )
24 12

Flash Card 2

9
27 1
2. Blue Paper (LT= ¿
3
Flash Card 3

3
4 3. Orange Paper

Flash Card 4

6
16 3
4. Blue Paper (LT= ¿
8
Flash Card 5

5
40 1
5. Blue Paper (LT= )
8
“Who got perfect score?”

“Very good! Most of you listened last (Pupils will raise their hands.)
meeting.”

D. Discussing new concept and

practicing new skills

“Since you already have an idea, what “About lowest terms, ma’am.”
do you think will be our lesson for
today?”

“Correct!”

“Today we will discuss about

Reducing fractions to lowest terms.”

“What do you think Simplifying or “Simplifying or reducing fraction means

reducing fraction means?” writing the fractions in the simplest possible
way.”
“Very good!”

“Do you think simplifying fraction to “Yes ma’am.”

lowest term is important?”

“Why?” “For us to easily understand something,

such as fraction.”

“That’s right!”

Class, let us know what is

reducing/simplifying fraction and the
correct way to do it.”

“Are you ready to listen?” “Yes ma’am, we’re ready.”

Everyone, please read what is on the “Simplifying or reducing fraction means to

board.” rewrite the fraction in a simpler form, without
changing the value of the fraction.”

“There are ways to simplify a fraction

to its lowest term, but now we will use
the listing method.”

“Here are the steps on how to simplify “How to simplify or reduce fractions using
or reduce fractions using listing Listing Method:
method, please read.” 1. List the factors of the numerator.
2. List the factors of the denominator.
3. Identify the greatest common factor
(GCF) of the numerator and the
denominator;
4. Divide the numerator and the
denominator by the GCF.
“Now let us go back to the fractions
you’ve encountered earlier.”
“Let us solve number 1 following the
steps of listing method.”

“What should we do first?” “List the factors of the numerator, ma’am.”

“1. 2 = 1,2

“Next step?” “List the factors of the denominator.”

24= 1, 2, 3, 4, 6, 8, 12, 24

“What’s next?” “Identify the greatest common factor (GCF)

of the numerator and the denominator,
ma’am.”

2= 1, 2
24= 1, 2, 3, 4, 6, 8, 12 ,24

“What is the greatest common “2 ma’am”

factor?”

“Correct!”

“Then what is the last step?” “The next step is dividing both the
numerator and the denominator.”

2 2 1
÷ =
24 2 12

“Is this correct?” “Yes ma’am.”

2
“Therefore, the lowest term of
24
1
is .
12 “Yes ma’am.”
“Did you understand the steps of
listing method, class?” “None ma’am.”
“Do you have any question?” “Pupils will raise their hands.”
“Now, who wants to try numbers 2, 4, Possible Answers:
and 5?”
9

27
9= 1, 3, 9
27= 1, 3, 9, 27

GCF = 9

9 9 1
÷ =
27 9 3

6

16

6= 1, 2, 3, 6
16= 1, 2, 4, 8, 16

GCF = 2

6 2 3
÷ =
16 2 8

5

40

5= 1, 5
40= 1, 2, 4, 5, 20, 40

GCF = 5

5 5 1
÷ =
40 5 8
“Good job!”

“Let’s give them 5 claps, ready go!”

“Clap, clap, clap, clap, clap”
“Class, what did you notice in number
3? Why is orange paper the answer 3
again?” “Because is already in lowest term,
4
ma’am.”
“Correct!”

“Now, how can we know if the fraction

is already in lowest term?”

Anyone, who have an idea?”

“When the GCF of both numerator and

“Very good!”
denominator is nothing but 1.”
“When the GCF of both numerator
and denominator is nothing but one,
the fraction is already in lowest term.”

“Let’s see.”

3
4

3=1, 3
4=1, 2, 4

“The GCF of both numerator and

the denominator is 1, therefore, it
already in lowest term.”

“Did you understand our lesson?

“Do you have any questions?” “Yes ma’am.”

“None ma’am”
E. Developing mastery (Leads to
formative assessment)

“Since you don’t have questions, we

will now have an activity.”

“Get a clean sheet of paper, then copy

and answer what is on the board.”

“Use the steps of listing method.”

“I will just give you 3 minutes to finish

then after that we will check. Is that “Yes ma’am”
clear.”

Simplify Me! Possible Answers:

8 1. 8= 1, 2, 4, 8
1. 24= 1, 2, 3, 4, 6, 8, 12, 24
24

12 GCF = 8
2.
28
8 8 1
÷ =
24 8 3

2. 12= 1, 2, 3, 4, 6, 12
28= 1, 2, 4, 7

GCF = 4
12 4 3
÷ =
28 4 7

“Yes ma’am
“Are you all done?”
(Pupils will exchange their papers and
“Okey, exchange you papers and let check.”)
us check.”
(Pupils will raise their hands.)
“Who got perfect score?”
“Clap, clap, clap, clap, clap”
“Nice, most of you got perfect score.
Let us give them 5 claps.”

F. Application

“Class, where can we use fractions?” “We use fractions in our daily lives, such as
buying foods in the store.”

“What else?” Solving science experiments, eating pizza,

etc.

“Can I use fractions in baking a “Yes ma’am, because the measurements of

cake?” other ingredients are in fraction form.”

“That’s right!”

G. Generalization

“Again, what is simplifying or reducing “Simplifying or reducing fraction means to

fraction?” rewrite the fraction in a simpler form, without
changing the value of the fraction.”

“Correct!”

“What method we use today in “Listing method ma’am.”

simplifying fractions?

“What are the steps in simplifying 1. List the factors of the numerator.
fractions using listing method?” 2. List the factors of the denominator.
3. Identify the greatest common factor
(GCF) of the numerator and the
denominator;
4. Divide the numerator and the
denominator by the GCF.

“Very good!”

“How will we know if the fraction is “When the GCF of numerator and
already in lowest form?” denominator is nothing but 1.”
“That’s right!

H. Evaluation

“For our last activity today, please

read the direction.”

DIRECTION: Write each fraction to its

lowest form.

(5 minutes)

4
1. 1. 4= 1, 2, 4
6
6= 1, 2, 3, 6

GCF = 2

4 2 2
÷ =
6 2 3

4
2. 2. 4= 1, 2, 4
8
8= 1, 2, 4, 8

GCF = 4

4 4 1
÷ =
8 4 2

6 3. 6= 1, 2, 3, 6
3. 8= 1, 2, 4, 8
8
GCF = 2

6 2 3
÷ =
8 2 4

4. 12= 1, 2, 3, 4, 6, 12
12 40= 1, 2, 4, 5, 8, 10, 20, 40
4.
40
GCF = 4

12 4 3
÷ =
40 4 10
5. 30= 1, 2, 3, 5, 6, 10, 15, 30
48= 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
30
5. GCF = 6
48
30 6 5
÷ =
48 6 8

I. Assignment

DIRECTION: Write each fraction to its

lowest form using listing method.

14 1. 14= 1, 2, 7, 14
1. 18= 1, 2, 3, 6, 9, 18
18
GCF = 2

14 2 7
÷ =
18 2 9

2. 18= 1, 2, 3, 6. 9, 18
18 27= 1, 3, 9, 27
2.
27
GCF = 9

18 9 2
÷ =
27 9 3

3. 30= 1, 2, 3, 5, 6, 10, 15, 30

45= 1, 3, 5, 9, 15, 45
30
3. GCF = 15
45
30 15 2
÷ =
45 15 3

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter which
my cooperating teacher can help me
solve?
G. What innovation or localized materials
did I used/discovered which I wish to
share with other teachers?

Practice Teacher:

Sarah G. Fuster

Observer:

Vilma G. Tabuena