A Structured Inquiry Based Lesson Plan in Math 1

Grade 4 School Benguet State Grade Level 4
Daily Lesson Plan University

Teacher Julian Grace B. Learning Area Math
Teaching dates Quarter 2nd
and Time
I. Objective
A. Content Standard The learner should be able to demonstrate
understanding of improper fractions and mixed
numbers.
B. Performance standard The learner should be able recognize and

represent improper fractions and mixed numbers
in various forms and context.
C. Learning competency The learner should be able to visualize decimal

numbers using blocks to show relationship to
fractions.
II. Content Visualizing decimal numbers using blocks to show

relationship to fractions.
III. Learning Resources
A. References
1. Teachers Guide Pages Curriculum Guide no.39 of p.117of 257
2. Learners Material Pages
3.Textbook Pages
4. Additional Materials from Learning Resource https://www.mathsisfun.com/fractions_addition.ht
Portal ml
B. Other Learning Resource Blocks, fraction chart and strips, activity sheets
1V. Procedures
Before the Lesson

Teachers Activity Learners Activity
A. Drill
Mechanics: The teacher will give an activity to
the learners.
Instruction: Perform addition of similar
fractions.
+ 1.
1.
>1/4+1/4
a. What is the mathematical sentence?
>To combine or add 1/3 to 2/3.
b. What does it mean?
c. Add the numerator with the same
denominator.
1/4 + 1/4 =
d. what is the answer in number sentence?

>2/4
B. REVIEW
Mechanics: The teacher will provide fraction
chart and strips for the learners.
Instruction: Perform subtraction of dissimilar
fractions using fraction chart.
1. 1.
-
a. What is the mathematical sentence? >1/4 – 1/6
b. What does 1/4 - 1/6 mean? > To remove or subtract 1/6 from 1/4.
c. Where is 1/4 located? >1/4 is located below 1/3 and above 1/5.
d. Where is 1/6 located? >1/6 is located below 1/5 and above 1/7.
*Get 1/6 and place it on top or overlay on 1/4.
e. What is the fraction below 1/4 that has the >1/12

same length with the uncovered space?
2.1/2 – 1/6
2.
-
a. What is the mathematical sentence? >1/2 - 1/6
b. What does 1/2 – 1/6 mean? >To remove or subtract 1/6 from 1/2.
c. Where is 1/2 located? >1/2 is located below 1 and above 1/3.
d. Where is 1/6 located? >1/6 is located below 1/5 and above 1/7.
*Get 1/6 and place it on top or overlay on 1/2.
e. What is the fraction below 1/2 that has the >1/3

same length with the uncovered space?
C. MOTIVATION
Mechanics: The teacher will provide a Lego
blocks for the learners.
Instruction: Learners must answer the
questions that the teacher will ask.
1.Do you have blocks at home? > yes, no
* the teacher will show the blocks

2. What kind of blocks are these? Anybody
knows? >Lego blocks
3.Why do you think I am showing these?

>It has something to do with our new topic.
*Yes, so let’s get started.
D.PRESENT/POSE A BROBLEM
Mechanics: The teacher will pose a question
on the board and let the learners read it.
Instruction: Read the question on the board.
How do we show decimal number using blocks How do we show decimal number using blocks
and its relationship to fraction? and its relationship to fraction?
E. MAKE HYPOTHESIS
Mechanics: The class will be grouped into
eight.
Instruction: Each group must explain how do
we show decimal number using blocks and its
relationship to fraction.
>We show decimal number using blocks and its
How do we show decimal number using blocks relationship to fraction by representing the
and its relationship to fraction? decimal and getting its meaning, then we get the
fraction part of the decimal and conclude that
both are parts of the whole.
F. GATHER DATA
Mechanics: You are given a task. In this task are series of steps to be followed and questions to be
answered. Blocks are provided as your manipulatives.
Instruction: Show decimal number using blocks and its relationship to fraction.
Group 1: 0.5
Steps Questions
1. Read the instruction. 1. What is the instruction?
2.Show 0.5 using blocks 2. What is the representation of 0.5 using blocks?
3. Tell the meaning of 0.5. 3. What does 0.5 mean?
4.Tell the relationship of 0.5 to 0.10. 4. What is the relationship of 0.5 to 0.10?
5. Show the fractional part of the grouping of 5. What is the fractional part of the grouping of
blocks. blocks?
6. Tell the meaning of 5/10 base from the 6. What is the meaning of 5/10 base from the
grouping of the blocks. grouping of blocks?
7. Tell the relationship of 5 to 10. 7. What is the relationship of 5 to 10?
8.Tell the meaning or relationship of 0 .5 and 8.What is the meaning or relationship of 0.5 and
5/10. 5/10?
9.Tell how we show decimal number using 9. How do we show decimal number using blocks
blocks and its relationship to fraction. and its relationship to fraction?
Group 2: 0.7
Steps Questions
2. Show 0.7 using blocks. 2. What is the representation of 7 using blocks?
3. Tell the meaning of 0.7. 3. What does 0.7 mean?
blocks. blocks?
7/10. 7/10?
Group 3: 0.3
Steps Questions
2. Show .3 using blocks. 2. What is the representation of .3 using blocks?
3.Tell the meaning of 0.3. 3. What does 0.3 mean?
blocks. blocks?
3/10. 3/10?
Group 4: 0.9
Steps Questions
1.Read the instruction. 1. What is the instruction?
blocks. blocks?
9/10. 9/10?
Group 5: 0.20
Steps Questions
4. .Tell the relationship of 0.20 to 0.100. 4. What is the relationship of 0.20 to 0.100?
blocks. blocks?
20/100. 20/100?
Group 6: .60
Steps Questions
2. Show .60 using blocks. 2. What is the representation of .60 using

blocks?
blocks. blocks?
6. Tell the meaning of 60/100 base from the 6. What is the meaning of 60/100 base from
grouping of the blocks. the grouping of blocks?
8.Tell the meaning or relationship of 0 .60 and 8.What is the meaning or relationship of 0.60
60/100. and 60/100?
9.Tell how we show decimal number using blocks 9. How do we show decimal number using
and its relationship to fraction. blocks and its relationship to fraction?
Group 7: .45
Steps Questions
2. Show 0.45 using blocks. 2. What is the representation of 0.45 using blocks?
blocks. blocks?
45/100. 45/100?
Group8: 0 .18
Steps Questions
2. Show 0.18 using blocks. 2. What is the representation of .18 using blocks?
blocks. blocks?

18/100. 18/100?
Group1: 0.5
Questions Answers
1. What is the instruction? 1. Show decimal number using blocks and its
2. What is the representation of 0.5 using 2.
blocks?
3. What does 0.5 mean? 3. 0.5 means there are 5 colored red blocks out
of 10 blocks.
4. What is the relationship of 0.5 to 0.10? 4. The relationship of 0.5 to 0.10 is that 0.5 is part
of 0.10.
5. What is the fractional part of the grouping of 5.
blocks?
6. What is the meaning of 5/10 base from the 6. The meaning of 5/10 base from the grouping of
grouping of blocks? blocks is that 5 blocks are colored red out of the
10 blocks
7. What is the relationship of 5 to 10? 7. The relationship of 5 to 10 is that 5 is a part the
whole which is 10.
8.What is the meaning or relationship of 0.5 8. The meaning or relationship of 0.5 and 5/10 is
and 5/10. that both show parts of a whole.
9. How do we show decimal number using 9. We show decimal number using blocks and its
blocks and its relationship to fraction? relationship to fraction by representing the
decimal and getting its meaning, then we get the
Group2: 0.7
Questions Answers
2. What is the representation of 7 using 2.
blocks?
3. What does 0.7 mean? 3. 0.7 means there are 7 colored green blocks out
of 10 blocks.
4. What is the relationship of 0.7 to 0.10? 4. The relationship of 0.7 to 0.10 is that 0.7 is part
of 0.10.
5. What is the fractional part of the grouping
of blocks?
6. What is the meaning of 7/10 base from the 6. The meaning of 7/10 base from the grouping of
grouping of blocks? blocks is that 7 blocks are colored green out of the
10 blocks
7. What is the relationship of 7 to 10? 7. The relationship of 7 to 10 is that 7 is a part the
whole which is 10.
8.What is the meaning or relationship of 0.7 8. The meaning or relationship of 0.7 and 7/10 is
and 7/10? that both show parts of a whole.
blocks and its relationship to fraction? relationship to fraction by representing the decimal
and getting its meaning, then we get the fraction
part of the decimal and conclude that both are
parts of the whole.
Group3: 0.3
Questions Answers
2. What is the representation of .3 using blocks?
3. What does 0.3 mean? 3. 0.3 means there are 3 colored yellow blocks
out of 10 blocks.
4. What is the relationship of 0.3 to 0.10? 4. The relationship of 0.3 to 0.10 is that 0.3 is
part of 0.10.
blocks?
6. What is the meaning of 3/10 base from the 6. The meaning of 3/10 base from the grouping
grouping of blocks? of blocks is that 3 blocks are colored yellow out
of the 10 blocks
7. What is the relationship of 3 to 10? 7. The relationship of 3 to 10 is that 3 is a part
the whole which is 10.
8.What is the meaning or relationship of 0.3 and 8. The meaning or relationship of 0.3 and 3/10 is
3/10? that both show parts of a whole.
9. How do we show decimal number using 9. We show decimal number using blocks and
blocks and its relationship to fraction? its relationship to fraction by representing the
Group4: 0.9
Questions Answers
2. What is the representation of .9 using blocks? 2.
3. What does 0.9 mean? 3. 0.9 means there are 9 colored blue blocks
out of 10 blocks.
part of 0.10.
5. What is the fractional part of the grouping of
blocks?
grouping of blocks? of blocks is that 9 blocks are colored blue out of
the 10 blocks
8.What is the meaning or relationship of 0.9 and 8. The meaning or relationship of 0.9 and 9/10 is
9/10? that both show parts of a whole.
9. How do we show decimal number using 9. We show decimal number using blocks and
blocks and its relationship to fraction? its relationship to fraction by representing the
Group 5: .20
Questions Answers
3. What does 0.20 mean? 3. 0.20 means there are 20 colored gray blocks
out of 100 blocks.
4. What is the relationship of 0.20 to 0.100? 4. The relationship of 0.20 to 0.100 is that 0.20
is part of 0.100.

blocks?
6. What is the meaning of 20/100 base from the 6. The meaning of 20/100 base from the
grouping of blocks? grouping of blocks is that 20 blocks are colored
gray out of the 100 blocks
7. What is the relationship of 20 to 100. 7. The relationship of 20 to 100 is that 20 is a

part the whole which is 100.
8.What is the meaning or relationship of 0.20 and 8. The meaning or relationship of 0.20 and
20/100? 20/100 is that both show parts of a whole.
9. How do we show decimal number using blocks 9. We show decimal number using blocks and
and its relationship to fraction? its relationship to fraction by representing the
decimal and getting its meaning, then we get
the fraction part of the decimal and conclude
that both are parts of the whole.
Group6: .60
Questions Answers
2. What is the representation of .60 using 2.

blocks?
3. What does 0.60 mean? 3. 0.60 means there are 60 colored violet blocks
out of 100 blocks.
part of 0.100.

blocks?
grouping of blocks? of blocks is that 60 blocks are colored violet out of
the 100 blocks

8.What is the meaning or relationship of 0.60 8. The meaning or relationship of 0.60 and
and 60/100? 60/100 is that both show parts of a whole.
blocks and its relationship to fraction? relationship to fraction by representing the
Group7: .45
Questions Answers
2. What is the representation of 0.45 using blocks? 2.
3. What does 0.45 mean? 3. 0.45 means there are 45 colored pink
blocks out of 100 blocks.
is part of 0.100.

blocks?
pink out of the 100 blocks
7. What is the relationship of 45 to 100? 7. The relationship of 45 to 100 is that 45 is a

Group8: 0 .18
Questions Answers
3. What does 0.18 mean? 3. 0.18 means there are 18 colored orange
blocks out of 100 blocks.
is part of 0.100.
blocks?
orange out of the 100 blocks
7. What is the relationship of 18 to 100? 7. The relationship of 18 to 100 is that 18 is a

A Structured Inquiry Based Lesson Plan in Math 1

Uploaded by

A Structured Inquiry Based Lesson Plan in Math 1

Uploaded by

Grade 4 School Benguet State Grade Level 4

Daily Lesson Plan University

B. Performance standard The learner should be able recognize and

C. Learning competency The learner should be able to visualize decimal

II. Content Visualizing decimal numbers using blocks to show

Before the Lesson

d. what is the answer in number sentence?

*Get 1/6 and place it on top or overlay on 1/4.

e. What is the fraction below 1/4 that has the >1/12

*Get 1/6 and place it on top or overlay on 1/2.

e. What is the fraction below 1/2 that has the >1/3

* the teacher will show the blocks

3.Why do you think I am showing these?

3. Tell the meaning of 0.5. 3. What does 0.5 mean?

2. Show 0.7 using blocks. 2. What is the representation of 7 using blocks?

3. Tell the meaning of 0.7. 3. What does 0.7 mean?

7. Tell the relationship of 7 to 10. 7. What is the relationship of 7 to 10?

2. Show .3 using blocks. 2. What is the representation of .3 using blocks?

3.Tell the meaning of 0.3. 3. What does 0.3 mean?

7. Tell the relationship of 3 to 10. 7. What is the relationship of 3 to 10?

2. Show .9 using blocks. 2. What is the representation of .9 using blocks?

3.Tell the meaning of 0.9. 3. What does 0.9 mean?

7. Tell the relationship of 9 to 10. 7. What is the relationship of 9 to 10?

3.Tell the meaning of 0.20. 3. What does 0.20 mean?

7. Tell the relationship of 20 to 100. 7. What is the relationship of 20 to 100?

2. Show .60 using blocks. 2. What is the representation of .60 using

7. Tell the relationship of 60 to 100. 7. What is the relationship of 60 to 100?

3.Tell the meaning of 0.45. 3. What does 0.45 mean?

7. Tell the relationship of 45 to 100. 7. What is the relationship of 45 to 100?

3.Tell the meaning of 0.18. 3. What does 0.18 mean?

7. Tell the relationship of 18 to 100. 7. What is the relationship of 18 to 100?

5. What is the fractional part of the grouping of 5.

7. What is the relationship of 20 to 100. 7. The relationship of 20 to 100 is that 20 is a

2. What is the representation of .60 using 2.

5. What is the fractional part of the grouping of 5.

7. What is the relationship of 60 to 100? 7. The relationship of 60 to 100 is that 60 is a part

2. What is the representation of 0.45 using blocks? 2.

5. What is the fractional part of the grouping of 5.

7. What is the relationship of 45 to 100? 7. The relationship of 45 to 100 is that 45 is a

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