Archdiocese of Lingayen Dagupan Catholic Schools
URBIZTONDO CATHOLIC SCHOOL, INC.
Urbiztondo, Pangasinan
Contact No’s. (075) 540-1712 / 0923- 086-2353
Urbiztondo Catholic School-ALDCS @ucsaldcs
SENIOR HIGH SCHOOL DEPARTMENT
S. Y. 2025-2026
TEACHING GUIDE
MET # __1___ Lesson # __1__ (FRACTIONS, DECIMALS, AND PERCENTS)
Prerequisite Content-knowledge:
A. Perform fundamental operations on fractions and decimals
B. Express fractions to decimals and percent forms and vice versa
C. Illustrate how decimals and fractions can be written in terms of percent
D. Give real-life situations to illustrate fractions, decimals, and percent
E. Solve problems involving fractions, decimals, and percent
Prerequisite Skill:
A. Perform operations: addition, subtraction, multiplication and division
accurately
B. Solve problems involving fractions, decimals and percent related to business
Prerequisites Assessment:
Before we start this topic, let us check first what you have learned about
expressing
fractions to decimals and percent and vice versa by answering the questions
below.
Direction: Encircle the letter of the correct answer.
1. What is the decimal form of 1/4 ?
a. 0.20 b. 0.25 c. 0.5 d. 0.75
2. Which of the following is equivalent to 5/8 ?
a. 0.625 b. 0.825 c. 6.250 d. 65.20
3. What is the percent form of 1/2 ?
a. 25% b. 30% c. 50% d. 75%
4. Which is the percent for 1/4 ?
a. 20% b. 25% c. 30% d. 40%
5. What is the percent form of 17/40?
a. 0.425% b. 4.25% c. 42.5% d. 425%
6. Which is the fraction for 0.7?
a. 710 b. 7100 c. 71000 d. 701000
7. What is 0.55 as a fraction in lowest term?
a. 55100 b. 1120 c. 551000 d. 510
8. Which is the fraction for 0.125?
a. 38 b. 18 c. 35 d. 17
9. Which of the following is equivalent to 0.65?
a. 650% b. 6.5% c. 65% d. 0.65%
10. Express 4.5 in percent form.
a. 0.45% b. 4.5% c. 45% d. 450%
Before we start this
module, let us check first
what you have learned
about
expressing fractions to
decimals and percent
and vice versa by
answering the
questions below.
Pre-lesson Remediation Activity:
1. For Students with an Insufficient Level of Prerequisite Content-knowledge
and/or Skill(s):
The teacher will give the students more examples of how to express
fractions to decimals to percents and vice versa and explain it more clearly
to the students.
2. For Students with a Fairly Sufficient Level of Prerequisite Content-
knowledge and/or Skill(s):
The teacher will give the students more examples of how to express
fractions to decimals to percents and vice versa and let the students
answer a following examples and let them explain how they get it.
Introduction: Must include the following parts:
1. Time frame : 3 hours
2. RUA: At the end of the lesson the students will be able to; define fractions,
decimals, and percent (Understanding); describe the relationship between
fraction and decimal and decimal to percent (Remembering); and apply the
concept of fraction, decimal and percent on real-life situations (Applying).
3. The students will be going to apply the concept of fraction, decimal, and
percent on real-life situations.
4. Overview of the Lesson : In this lesson you are going to know what is the
definition of fraction, decimal, and percent; know the relationships of these
three components and relate it in solving real-life situations.
Student’s Experiential Learning:
Chunk 1 : Activity 1: Complete Me! (Drawing attention to meaning )
Direction: Complete the table below. Write the corresponding equivalents in the
box.
Formative question :
1. What are the ways you use to find the missing numbers?
2. How will you convert Fractions to Decimal form?
3. How will you convert Decimal to Percent?
Chunk 2 : Activity 2: Fill Me! (Prompting connections to prior knowledge)
Direction: Fill in the empty boxes with the correct percent, decimal, or
fraction. Always simplify your answer.
Formative question :
1. What are the ways you use to find the missing numbers?
2. How will you convert Fractions to Decimal form?
3. How will you convert Decimal to Percent?
Chunk 3: Activity 3: Fill in the Blanks! (Prompting for effortful thinking)
Direction: Fill each blank with the correct word to make the statement correct.
Write your answer on the blank provided.
1. A number representing a part of a _________________ is called a fraction.
2. A percent is a ratio of some number to ____________.
3. To change a fraction to a percent, first divide the numerator by the
denominator to obtain a decimal number. Then multiply the decimal number by
100 and add a ______________sign.
4. To change a decimal number to a percent, multiply the decimal number by
________________ and add a percent sign.
5. To change a percent to a decimal number, divide the number by 100 and
______________ the percent sign.
Discussion Proper: The teacher will use PowerPoint presentation and a white
board in discussing the following topics;
1.1Fractions
1.2Simplifying Fractions
1.3Addition and Subtraction of Fractions
1.4Multiplication and Division of Fractions
Synthesis
Answer Me! (Using Examples and non-examples)
Direction: Read and solve each problem carefully. Write your answer in
the box adjacent to the given problem.
RUA of a Student’s Learning: At the end of the lesson the students will be able
to; define fractions, decimals, and percent (Understanding); describe the
relationship between fraction and decimal and decimal to percent
(Remembering); and apply the concept of fraction, decimal and percent on real-
life situations (Applying).
Post-lesson Remediation Activity:
SOLVE MY PROBLEM!
Prepared by:
CHRISTIAN G. PADLAN
Subject Teacher
Checked by:
KIM ABIGAIL CAMACHO, MaEd
SHS Principal
