# Visualizing Subtraction of a Fraction From a Whole Number (COT in Math 4)

### LEARNING AREA: Mathematics Grade 4 – Classroom Observation Tool (COT)

LEARNING COMPETENCY: Visualizes subtraction of a fraction from a whole number (M4NS-IIf-82.1-week5)

OBJECTIVES:

a. Visualize subtraction of a fraction from a whole number using regions or number line

b. Subtract fractions from a whole number

c. Participate actively in the class discussion and work collaboratively with their groupmates during group activities

CONTENT: Visualizing Subtraction of a Fraction From a Whole Number

LEARNING RESOURCES: Math 4 TG pp. 150-153

Math 4 LM pp. 150-153

flashcards, charts, activity sheets

bluetooth speaker, laptop

PROCEDURE

INTRODUCTORY ACTIVITY

Prayer before class

Giving of classroom rules.

Drill on renaming a whole number as a fraction. (FOUR CORNERS)

1= _/2, 1= 3/_, 1= _/4 2= _ 2/2, 3= _ 6/6, 4= 3 _/7

(Before starting with the game, give the rules clearly to ensure proper behavior and learning-focused environment)

Say:

In every game, there is always a winner and a loser. If you happen to be the loser, what would you feel? What will you say to the winner? What will you do so that you will win the next time?

And if you happen to be the winner, what would you feel? What will you say to the loser?

How do you show respect for others and fair play during the game?

Why is sportsmanship important?

In our game today, you need to be mentally and physically alert to compete with your classmates. What should you do so that you won’t get hurt and you won’t hurt others?

Why is it important to keep ourselves safe? Why is it important to keep our body healthy? What should you do so that you won’t get sick especially nowadays? What are your health practices so that you won’t get infected by the Omicron virus?

Review on subtracting similar fractions. (Think-Pair-Share) Indicator 3

Each pair will be given with an illustration board where they will write their answers using a piece of chalk.

4/5- 3/5, 4/4 -2/4 , 6/6- 3/6, 8/8-3/8

Motivation: Who among you have many friends? How do you feel having many friends? Is it good to be friendly? Why?

Have you experienced sharing what you have with your friends? What things do you usually share with them?

How did you feel after sharing something?

ACTIVITY/ STRATEGY:

Present this. (through a PowerPoint presentation.

Ervin bought 1 meter of plastic cover for his notebook. He shared his plastic cover with his classmate, and only 1/4 meter was left with him. What part of the plastic cover did Ervin share?

ANALYSIS: Ask the following questions:

*What did Ervin buy?

*What did he do with the plastic cover?

*What kind of boy is Ervin? If you were Ervin, will you do the same? Why?

*How many meters of plastic cover did Ervin buy?

* How many meters of plastic was left with him?

*What is asked in the problem?

* How will you solve the problem?

*Discussions (Inductive Method)

Before solving the problem, introduce the word visualize and give its meaning. Let the learners say the word visualize and it’s meaning properly. After giving enough examples on how to visualize the subtraction of fractions from a whole number, let them give their own meaning of visualization.

( Encourage the pupils to share their ideas to the class and to actively participate in class discussions and group activities)

*Show a video on Visualizing the Subtraction of a Fraction From a Whole Number* (Pinoy Mathematician)

ABSTRACTION: Ask the following questions through a “pass the ball” game.

What does the word visualize mean?

How do we visualize subtraction of a fraction from a whole number?

Why is it important to visualize subtraction of a fraction from a whole number?

If you were to choose, which is easier to use in visualizing subtraction of a fraction from a whole number, using a number line or drawing regions? Why?

Can you suggest a way on how to visualize subtraction of a fraction from a whole number?

APPLICATION: Differentiated Activities: ( Before giving the activity, give the rules clearly to ensure proper behavior and learning-focused environment) (Indicator 4)

I-

Instruction: Visualize the following using regions.

1. 1-3/7 A. 2/7 B. 3/7 C. 4/7 D. 5/7

II-.

Instruction: Subtract the given fractions from 1 using a number line.

1. If you take 5/6 from 1, what is the difference?

III-

Instruction: Read the problem and visualize its answer by using regions or number line

1. Father bought 1 kilogram of lanzones. He shared 3/8 kilograms to our neighbor. How many kilograms of lanzones were left with Father?

( Recognize pupils’ active participation and positive behavior by giving them praises/encouraging words and claps.)

ASSESSMENT:

Directions: Subtract the given fractions from 1. Use number lines or regions to visualize the answer.

1. 1- 7/8

2. Subtract 4/5 from 1

3. If you take 2/6 from 1, what is the difference?

ASSIGNMENT:

Visualize. Use both number lines and regions.

1. 1-3/10