The document discusses identifying and converting proper fractions, improper fractions, and mixed numbers, providing definitions and examples for each type. It includes activities and assessments to practice these concepts, emphasizing their importance in everyday life. The document also explains how to represent fractions on a number line with step-by-step guidance.

1. MATH 4 D
A
Y
1
Identifying Proper Fractions,
Improper Fractions, and Mixed
Numbers

2. Study the pictures below. Which figure or diagram
represents the fraction 3/4 ?
Activate

3. Aims
Study:
Use the example given: 5/8 A fraction is used
to represent a part of a whole. It is written as
two numbers separated by a fraction line. The
number above the line is called the
numerator, and the number below the line is
called the denominator.

4. Aims
Comparisons between the numerators and the
denominators.
2/5, 7/9, 1/8, 4/7, 6/13
The numerator is smaller than the denominator. The
value of each fraction is less than one but greater
than zero. These are called proper fractions.

5. Aims
10/3, 9/6, 13/5, 11/11, 21/8, 7/7
The numerator is greater than or equal to the
denominator. The value of each fraction is greater
than one or equal to one. These are called
improper fractions.

6. Aims
Observe the following fractions: 1 ¾, 12 1/9, 5
6/11, 8 2/5, 7 5/7. The fractions are combinations
of a whole number and a proper fraction. These
are called mixed numbers.

7. Activity 1
Give examples of the following.

8. Activity 2
Identify the following fraction as proper,
improper or mixed.

9. Activity 3
Given the following fractions in the rectangle,
encircle all proper fractions, box all improper
fractions and underline all mixed numbers.

10. Activity 4
Identify the following as proper, improper and
mixed.

11. Abstraction
Differentiate proper, improper, and mixed
numbers.
1. Is it important to learn fractions?
2. As a student, friend and a child, how can you
apply fractions in your everyday lives?
3. What values can we learn in studying
fraction?

12. Assessment
Read and answer the following. Encircle the
letter of the correct answer.
1. Which of the following is an improper
fraction?
A. 5/9 B. 12/13
C. 8/5 D. 5 15/17

13. Assessment
2. Ana a grade 4 student, has the following food on
her lunch box, 1/2
apple, ¾ cup chocolate drink, 2 1/4
bread, and 5/2 chocolate bar. Which of the food
of Ana represents a mixed number?
A. apple B. bread
C. chocolate bar D. chocolate drink

14. Assessment
3. In the lunch box of Ana in #2, which
represents an improper fraction?
A. apple B. bread
C. chocolate bar D. chocolate drink

15. Assessment
4. Olaf has difficulty to convert 19/3 kg to mixed
number, Elsa helps Olaf to change it to mixed
number. What will be their answer?
A. 5 1/3
B. 6 1/2
C. 5 1/2
D. 6 1/3

16. Assessment
5. Teacher Ella asked her students to bring the
following ingredients in their math class: 12/5 cup of
flour, 8 2/3
teaspoons of salt, ¾ cup of sugar and 3 5/7 spoons
of cocoa. Which of
these ingredients represent a proper fraction?
A. salt B. sugar
C. flour D. cocoa

17. Assessment
6. In # 5, which of the ingredients represent a
mixed number?
A. salt and sugar
B. salt and cocoa
C. flour and cocoa
D. flour and salt

18. Assessment
7. Teacher Ella (refer to #5), asked her students to
convert the improper fraction in their ingredients
to mixed number. Ashley volunteered to solve it
on the board, what will be the answer of Asley?
A. 2 1/2
B. 3 2/5
C. 2 2/5
D. 3 1/2

19. Assessment
8. Which of the following fractions is NOT
included in the group?
A. 4 3/5
B. 8 5/2
C. 13 1/8
D. 5 3/7

20. Assessment
9. Teacher Nikko, showed the following fractions to
his students:
30/32, 9 3/10, 2/7. He asked Rico which among
these fractions is improper. What will be the answer
of Rico?
A. 30/32
B. 2/7
C. 9 3/10
D. None of these

21. MATH 4
Rewriting Improper Fractions into
Mixed Numbers
QUARTER 2 WEEK 7
D
A
Y
2

22. Can you name the fraction?
Activate

23. Aims
Study:
Example 1:
Mirabel wants to bake a cake for Teachers’
Day. She needs 7/2 cups of all-purpose flour.
However, she finds it difficult to measure 7/2
cups using her available baking tools. How
can you help Mirabel in preparing the all-
purpose flour?

24. Aims
1: Express 7/2 in mixed number form. If each
1/2 cup of purpose flour is represented by
the fraction strip below,
How many copies of this will be needed to
complete 7/2 cups?
Seven cups

25. Aims
Rearranging these fractions bars will lead to
these fraction strips.
What mixed number corresponds to this set of
fraction strips?
Answer: 3 1/2

26. Aims
So, 7/2 cups of all-purpose flour are equivalent to
3 1/2 cups of flour.
7/2 is equivalent to 3 1/2.

27. Aims
Remember:
To write an improper fraction as a mixed number,
divide the numerator by the denominator. The
quotient is the whole number, the remainder
becomes the new numerator, and the
denominator remains the same.

28. Aims
Example 2: Write 4 1/2 as an improper fraction.
Represent 4 1/2 using fraction strips
How many halves are there? (Answer: 9 halves,
in symbol: 9/2)
So, /2 = /2
𝟒 𝟏 𝟗

29. Aims
Example 3: Write 6 5/7 as an improper fraction.

30. Aims
Remember:
To write a mixed number as an improper fraction,
multiply the denominator and the whole number,
then add the product to the numerator. The
denominator remains the same.

31. Activity 1
Convert the following mixed numbers to
improper fractions.

32. Activity 2
Convert the following improper fractions to mixed
numbers.

33. Activity 3
Change the following mixed numbers to improper
fractions. Show your solution. Write the answer on
your answer sheet.

34. Activity 4
Change the following improper fractions to mixed
numbers or whole numbers. Show your solution. Write
the answer on your answer sheet.

35. Abstraction
How do we change improper fractions to
mixed numbers and vice versa?
Is it important to learn fractions?
2. As a student, friend and a child, how can
you apply fractions in your everyday lives?
3. What values can we learn in studying
fraction?

36. Assessment
Read and answer the following. Encircle the
letter of the correct answer.
A. Change the following improper fraction to
mixed number.
1. 7/6 ________
2. 32/5 ________
3. 40/3 ________
4. 26/6 ________
5. 17/3 ________

37. Assessment
B. Change the following mixed number to
improper fraction.
1. 5 5/8 ________
2. 12 2/3 ________
3. 32 1/4 ________
4. 11 1/6 ________
5. 20 6/7 ________

38. MATH 4
Rewriting Improper Fractions into
Mixed Numbers
QUARTER 2 WEEK 7
D
A
Y
3

39. Identify whether the following fraction is a
proper, improper or mixed number
Activate

40. Aims
Read, analyze, and solve.
One Saturday afternoon, Bonbon will serve 7/4
buko pie to her friends. How many whole buko
pies and fractional part of a buko pie does he
have?

41. Aims
The problem stated above asked for a whole
number and a fraction. To change improper
fraction to mixed number, follow these steps:
Step 1.
Divide the numerator by the denominator.

42. Aims
Step 2. Show the answer as a mixed number.
7/4 express as mixed number is 1 3/4.

43. Activity 1
Change the following improper fractions to
mixed number.
1) 13/6
2) 24/7
3) 31/6
4) 33/8
5) 16/3

44. Activity 2
Change the following mixed numbers to
improper fraction.
1) 2 3/5
2) 3 1/3
3) 5 1/2
4) 4 2/3
5) 2 7/10

45. Activity 3
Convert into mixed numbers.

46. Activity 3
Convert into mixed numbers.

47. Activity 4
Convert into improper fractions.

48. Activity 4
Convert into improper fractions.

49. Activity 5
Read and answer.
1. Teacher Joy brought 5 3 4 kilograms of
lanzones to give to her students. Convert this
fraction to improper.
2. One Saturday afternoon, Bonbon will serve
7/4 buko pie to her friends. How many whole
buko pies and fractional part of a buko pie
does he have?
3)How many fourths are there in 3 2/8?
4)How many fifths are there in 8 4/5?

50. Abstraction
How do we change improper fractions to
mixed numbers and vice versa?
1. Is it important to learn fractions?
2. As a student, friend and a child, how can you
apply fractions in your everyday lives?
3. What values can we learn in studying
fraction?

51. Assessment
A. Choose the letter of the correct answer.
1. Convert 7/4 to a mixed number.
A. 1 ¾ B. 2 ¼
C. 1 2/4 D. 1 ½
2. What is 11/3 as a mixed number?
A. 3 2/3 B. 4 1/3
C. 3 ¾ D. 3 ½

52. Assessment
3. Convert 2 1/2 to an improper fraction.
A. 4/2 B. 5/2
C. 6/2 D. 3/2
4. Which option represents 25/9 as a mixed
number?
A. 2 7/9 B. 2 8/9
C. 3 7/9 D. 2 2/9

53. Assessment
5. Turn 3 5/6 into an improper fraction.
A. 23/6 B. 18/6
C. 24/6 D. 21/6
6. What is 19/5 as a mixed number?
A. 3 4/5 B. 3 2/5
C. 4 4/5 D. 3 3/5

54. Assessment
7. Convert 14/4 to a mixed number.
A. 3 ½ B. 2 3/2
C. 3 2/4 D. 4 1/2
8. Which option shows the improper fraction for
4 3/8?
A. 35/8 B. 27/8
C. 39/8 D. 31/8

55. Assessment
9. What is the mixed number form of 17/6?
A. 2 5/6 B. 2 2/6
C. 3 2/6 D. 2 3/6
10. Convert the mixed number 5 1/7 to an
improper fraction.
A. 36/7 B. 38/7
C. 37/7 D. 35/7

56. MATH 4
Plotting Fractions with
Denominators 2, 4, 5, and 10 on
the Number Line
QUARTER 2 WEEK 7
D
A
Y
4

57. Activate
Change the following to mixed numbers or
improper fractions.
1) 4 1/3
2) 9 11/12
3) 2 5/10
4) 35/11
5) 42/7

58. Aims
Study:
Fractions may be represented in different ways. The
fraction 3 4 can be represented in different ways as
shown on the table below.

59. Aims
A number line is a straight line with
numbers marked at equally spaced
intervals.

60. Aims
How do you represent fractions on a number
line?
Step 1: Draw a horizontal line.
Step 2: Locate 0 and 1 on the number line
(horizontal line).
Step 3: Divide the distance between 0 and 1
into two equal lengths. The number of equal
parts should match the denominator of the
fraction you want to represent.

61. Aims
Example 1: Represent 1/2 on the number line.
Step 1. Draw a horizontal line and locate 0 and
1 as shown below.

62. Aims
Step 2. To locate 1/2, divide the distance
between 0 and 1 into two equal lengths.

63. Aims
Example 2: Represent 1/4 on the number line.
Step 1. Draw a horizonal line and locate 0 and 1
as shown below.

64. Aims
Step 2. To locate 1/4, divide the distance
between 0 and 1 into four equal parts.

65. Aims
Example 3: Represent 1/5 on the number line.
Step 1. Draw a horizontal line and locate 0 and
1 as shown below.

66. Aims
Step 2. To locate 1/5, divide the distance
between 0 and 1 into five equal parts.

67. Aims
Example 4: Write the missing fraction on the
number line.
Answer: 2/4, 5/4 or 1 1/4, 6/4 or 1 2/4

68. Aims
Example 5. Show the following fractions on a
number line.

69. Activity 1
Plot the following fractions on a number line.
Draw your answer on the given box.

70. Activity 3
Represent the following fractions on a number
line.
1. 2/10
2.1 2/5
3. 6/7
4. 3 1/3
5. 3/8

71. Activity 3
Locate the following fractions by writing the letter
on the number line below that corresponds to
each fraction.
A. 7/10
B. 1/10
C. 3/10

72. Activity 4
Fill in the missing fraction on each number line.

73. Activity 4
Fill in the missing fraction on each number line.

74. Activity 5
What fractions do the letters on each number
line represent?

75. Activity 5
What fractions do the letters on each number line
represent?

76. Activity 6
Identify what mixed fraction set represents and plot
it on a number line. The first one is done for you.

77. Activity 6
Identify what mixed fraction set represents and plot
it on a number line. The first one is done for you.

78. Abstraction
How do you represent fractions on a number
line?
1. Is it important to learn fractions?
2. As a student, friend and a child, how can
you apply fractions in your everyday lives?
3. What values can we learn in studying
fraction?

79. Assessment
A. Identify what fraction each figure represents
and plot it on a number line. The first one is
done for you.

80. Assessment
A. Identify what fraction each figure represents
and plot it on a number line. The first one is done
for you.

81. Assessment
B. Plot the following fractions on a number line.
1. 2/5
2. 2/4
3. 6/10
4. 1/5
5. 1 5/10