DETAILED LESSON PLAN IN MATHEMATICS III

Jamaika E. Rapatan Juvy L. Germino

Student Teacher Cooperating Teacher

I. OBJECTIVES
At the end of the lesson, the students are expected to;
a. visualizes and represents fractions that are equal to one and
greater than one,
b. write the fraction that are equal to one and greater than one, and
c. value the importance of fraction.
M3NS-IIIa-63

II. SUBJECT MATTER

a. Topic: Visualizing Fraction Equal to One and Greater than One
b. References: Mathematics Quarter 3 Module 2a pg. 1-
11
c. Materials: worksheets, smart TV, and IM’s
d. Methodology: Explicit Teaching
e. Values Integration: Sharing is simple way to express our love to
our siblings.
f. Subject Integration: MAPEH (Arts)

III. LEARNING PROCEDURE

Teacher’s Activity Student’s Activity
a. Preliminary Activity
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Classroom Rules
6. Drill
So, before I proceed to our lesson, let’s
sing a song. I love MATH. The song will go
this way.

M A T H (2X)
I LOVE MATH (2X)
IT IS SO EXCITING
VERY INTERESTING
I LOVE MATH (2X)
(Repeat from the beginning)
 Are you ready class?
Yes ma’am
Okay! Everybody sing.
(The student sing the song.)
M A T H (2X)
I LOVE MATH(2X)
IT IS SO EXCITING
VERY INTERESTING
I LOVE MATH (2X)
(Repeat from the beginning.)

7. Review
Before we start, let us try to recall first
our previous topic regarding fraction. Write
the fraction for the shaded parts and
unshaded parts. Shaded Unshaded

A. 3 2
5 5

B.

2 2
4 4

C.
4 6
10 10

D.
2 2
4 4

b. Developmental Activity
1. Motivation
Class, I have some figures here and I
want you to shade the parts of the figure to
show the number of fractions that are
given.
Yes ma’am
Did you understand class?

1. 5
4
 2. 7
3

3. 2
2

4. 5
5

5. 8
4

2. Presentation of the topic

Based on the activity that you answered,
our topic for today is all about visualizing
fractions that are equal to one and greater
than one.

 Teaching Modeling
Class, I ordered a pizza pie, one whole
part of pizza pie and I have two siblings. Ma’am you can divide it into three equal
They also want to eat pizza. So, class what parts.
should I do?

Very good! So, to make it fair, will divide or

cut it into three equal parts.
Ma’am 2/3
If my siblings get their part of the pizza, what
will the fraction be? 1/3

How many were left?

Very good! How do we show our love and Ma’am we can show our love and
 care to our siblings if we have food or care to our siblings by sharing them
snacks like pizza? equally whatever food or snacks we
have.

Very good! So, class before we discuss

about fractions equal to one and greater
than one, it is important to know and
understand what are the parts of fraction.
Ma’am the parts of the fraction are
numerator and denominator.
Who have an idea what are the parts of the
fractions?

Very good! The parts of the fraction are Ma’am the numerator is the number
numerator, denominator and fraction bar. above the line.

So, class what is the numerator?

Very good! Numerator is the number above

the line in a common fraction. It tells how
many parts indicated the denominator are Ma’am the denominator is the
taken. number below the line.

How about the denominator?

Very good! The denominator is the number

below the line is a common fraction. It tells
how many times the whole is being divided.

Class, the other part of fraction is the Ma’am the fraction bar is the line
fraction bar. between numerator and denominator.

What is the fraction bar?

Very good! The fraction bar is the line

between numerator and denominator.

Class, I have here two circles.

A B

2 3 4 5 5 7 8 7
2 3 4 5 4 3 5 6

Ma’am under the column A is their

numerators and the denominators are
Class, what do you notice about their the same, while column B is the
numerators and denominators? numerators are greater than the
denominator.

Amazing!

A. Let us visualize fractions equal to one.

Examples:

2 4
2 4

two- halves four-fourths

3 5
3 5

three-thirds five-fifths Ma’am I notice that the numerator

and denominator is the same.
What can you notice the figure above?

Very good! The numerator and

denominator are the same. Notice that
each fraction above visualized a
whole. Each whole is divided
according to the number of the given
denominator. All parts are shaded
because the number of its numerator is
equal to its denominator. Ma’am we notice the fraction
visualized a whole when the number of
Okay class, how can we notice the its numerator is equal to its
fraction visualized a whole? denominator.

Very good!

Other examples of fractions equal to

one are 8/8, 6/6, and 5/5. Yes ma’am!

Did you understand class?

B. Let us visualize fraction greater than

one if its numerator is greater than the
denominator.
 Examples:

7 seven-fourths
4

3 three – halves
2

14 fourteen
5 five-thirds 5 - fifths
3 Ma’am we notice the figure above the
numerator is greater than the
What can you notice the figure above? denominator.

Very good! The figure above show that

the numerator is greater than the
denominator. Each fraction above
visualized more than one whole.

Each whole is divided according to the

number of the given denominator.

The total number of the shaded parts

follows the number of its numerator. Ma’am to visualize fraction greater than
one is the numerator is greater than the
Class, how can visualize fraction denominator.
greater than one?

Very good! In visualizing fraction

greater than one, since number of
numerators is greater than the
denominator just add another whole
with the same number of divided parts
until the total number of shaded parts Yes ma’am
is attained.

Did you understand class? Ma’am

Okay class, who can draw a figure

represents this fraction 8/5?
 Amazing!

3. Guided Practice
Class I will group you into four groups.

First group: Draw a figure that represents

a fraction that is equal to one and a fraction
is greater than one.

Second group: Write the fraction in the

blank that represents the parts of the figure.
7
1. 3

4
2. 4

3.
14
5

Third group: Write the (=) in the blank

before the number if the fraction is equal to
one, and write the (>) if the fraction is
greater than one. =

______1. 6
6 =

______2. 3
3 >

______3. 9
4 >

______4. 11
 8 >

______5. 10
5

Fourth group: Write two fractions that are

equal to one and three fraction that are
greater than one.

4. Independent Practice
Class, I have worksheet here and you
will answer this one.

Direction: Draw the figure of the

fraction that told in the sentence and
write the symbol.

Who am I?

1. I’m a fraction that equal to one and 8

my numerator is 8. ___________ 8

4
2. I’m a fraction that equal to one and 4
my numerator is 4. ____________

3. I’m a fraction that numerator is less 4

than the denominator and my 5
denominator is 5. __________

3
4. What is the symbol of the fraction 3
based on the figure below?

Baton: _______
4
5. What is the symbol of the fraction 4
that the colored has?

Baton: ________

5. Generalization Ma’am fraction can equal to one if the

Class, how to know fraction that are numerator is the same in the
equal to one and fraction greater than denominator. Then the fraction that
one? greater than one is the numerator is
greater than the denominator.
 Very good! In visualizing fraction greater
than one, since the numerator is greater
than the denominator just adds another
whole with the same number of divided
parts until the total number of shaded
parts is attained. Ma’am because it helps us to solve
real life problems or situations such as
Class, why learning fraction is important when cooking, shopping, or measuring
in everyday life? things. Understanding fractions helps in
tasks like adjusting recipes, calculating
discounts, or measuring ingredients
accurately.

Very well said!

IV. EVALUTION

Direction: Write the fraction in the blank

based of the figure for each item. 6
4
____ 1.

12
4

____ 2.

7
3
____ 3.

____ 4.
7
 3

7
____ 5. 4

V. ASSIGNMNET
Direction: Fill in the table by writing the fractions in the boxes as
visualized by the figures below. Color the boxes in green for fraction
equal to one and color yellow for fraction greater than one.

1.

2.

3.
4.

5.