Detailed Lesson Plan in Mathematics III

(The Concept of a Fraction)

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I. LEARNING OBJECTIVES
At the end of the lesson, the pupils are expected to achieve at least 75% proficiency
level in the following behavior:
1. Illustrate fraction as part of a whole, set, region and unit
2. Distinguish kinds of fractions; and
3. Solve word problems involving fractions.

II. SUBJECT MATTER

Topic: The Concept of a Fraction
References: Teacher’s Guide in Mathematics, Book (Pages 28-33) and Internet:
www.study.com/academy/popular/fraction
Materials: ▪ Flash cards
▪ Activity sheets
▪ Chart (Fraction Pie)
▪ Laptop and Projector
Teaching Approach: Integrative, Constructive Approach and Micro Teaching
Values Focus: Cooperation and Attentiveness
Time Frame: 60 minutes

III. PROCEDURE

Teacher’s Activity Pupil’s Activity

A. Preparatory Activities
a. Prayer
 Class, who wants to lead the prayer?  (Joan raise her hand)
 Okay! Let’s all stand and feel the
presence of the Lord.
 In the name of the father, and of the
son, and of the holy spirit, Amen.
 Our Father, Who art in heaven
Hallowed be Thy Name;
Thy kingdom come,
Thy will be done,
On earth as it is in heaven.
Give us this day our daily bread,
and forgive us our trespasses,
as we forgive those who
trespass against us;
and lead us not into temptation,
But deliver us from evil. Amen.
b. Greetings
 Good morning class.
 Good morning teacher. Good
morning classmates. It’s nice to see
you again.
c. Song
 Now, we will sing an action song!
 Numberock! (Chorus)
Let’s begin.
 Okay class, you may now take your
sit.  (All of them take their sit)
d. Checking of Attendance
 Who is absent today?  None teacher.
 Very good!

1. Review
 Before we start our lesson for today,
let us review your past lesson
yesterday. What have you studied
yesterday?  We have studied about division
teacher.

2. New lesson
  We are done with the Division. Let’s
move on to another lesson which is
also connected in our lesson
yesterday.

B. Developmental Activities
1. Motivation
(Presentation of short video about
“the fraction as a part and whole”)

 (Watching and Listening to the video)

 What did you see on the video?

 A Big Pizza.
 Sliced Pizza.
 Very Good!

2. Presentation
Today, I will be introducing to you a
new lesson which is the Concept of a
Fraction.
Our unit on Fractions provides a step-
by-step introduction. Basic
terminology is covered, followed by
procedures for classifying fractions.
Proper fractions between improper
fractions and mixed numbers is also
covered. This unit of instruction
provides a solid foundation for
students of all ages.

3. Discussion
We begin with a definition of what
fractions are. A fraction simply tells
us how many parts of a whole we
have. You can recognize a fraction by
the slash that is written between the
two numbers. We have a top number,
the numerator, and a bottom
number, the denominator. For
example, 1/2 is a fraction. You can
write it with a slanted slash like we
have or you can write the 1 on top of
the 2 with the slash between the two
numbers. The 1 is the numerator, and
the 2 is the denominator.
Within the world of fractions, we do
have several types and ways of
writing them.
First, we have what we call 'proper'
and 'improper' fractions. Proper
fractions are those fractions where
the numerator is less than the
denominator. An improper fraction is
a fraction where the numerator is
greater than the denominator. For
example, the fraction 5/8 is a proper
fraction, where 8/5 is an improper
fraction.
Think of it as trying to take your slices
from just one pie. With a proper
fraction, you can take all your slices
from just the one pie, but with an
improper fraction, you need more
than one pie to get the number of
slices that you need. The fraction 5/8
tells you to take 5 slices out of a pie
with 8 slices. You can take all your
slices from just the one pie. But the
fraction 8/5 says that you need 8
slices from a pie that only has 5
slices. If your pie only has 5 slices,
you can only take 5 slices from one
pie. To get your 8th slice, you need a
second pie that is also sliced into 5
slices from which you can take one
slice to make your 8th slice.

You could say that improper fractions

are greedy fractions because you
need more than one whole pie to
satisfy it. Proper fractions can be
satisfied by taking slices from just one
pie.
For example:
I have 1 whole pie and has 10 sliced.
1 slice have eaten by Joan and 2 slice
for Desiree. Now, how many slice of
pie has taken?

• How many slice remains on the pie?  3 slices teacher.

• All in all, how many sliced of pie do

we have? Can you give me the
 7 slices teacher.
answer Leslie?

• Now, what is the answer?

 We have 10 slices of pie teacher.
• Who can give me the answer and
tell if it is a Proper, Improper or a
Mixed Number?

• Okay, we have here Leizel.

 Teacher? (Leizel raise her hand)

• Very Good! Let’s give her 5 claps.

 3/10 and it is a Proper fraction
teacher.
I have here a chart of a different Pie
which is called “Fraction Pie with
 (All the students clap their hands)
Colored Pattern”
(Display the Fraction Pie Chart)

• First Pie
 How many shaded sliced of the pie?

 How many slices has the pie?  1 slice teacher.

 So, what is the answer?

 4 slices teacher.
• Second Pie
 Next, how many shaded sliced of the  ¼ and it is a Proper fraction teacher.
pie?

 How many slices has the pie?

 8 slices teacher.
 Now, what is your answer? Jane?

 8 slices teacher.

• Third Pie
 8/8 teacher and it is an Improper
 On the last pie, how many shaded fraction.
sliced do you see in the five (5) whole
pie?

 How many non-shaded sliced of pie

do it have?  18 slices teacher. (Slices of all shaded
pie)

 Lastly, how many whole pie do we

have?

 20 slices in all teacher.

 Very Good!

 Now, what is the answer?  We have 4 whole pie teacher.

 Okay, Julie Ann.

 Very Good! Let’s give her “Wow  (Julie Ann raise her hand)
Galing Clap”

 4 2/4 and it is a Mixed number

4. Generalization teacher.

A fraction represents a part of the  (Students make “Wow Galing Clap”)

whole. In a fraction, the top number
is the numerator and the bottom
number is the denominator.
Hence, the numerator and the
denominator of a fraction inform us
about how many parts of the whole
there are. The denominator will
inform us about the number of equal
parts the whole is divided into and
the numerator will inform us how
many out of the total parts we need
to shade.
The fractions which are less than a
whole are called proper fractions.
Some applications of the fractions
are:

▪ Fractions are useful to find out a

part of a whole number.

▪ We use fractions for distribution.

For example: To distribute 6 apples

between 2 friends we can find out 1⁄2
of 6. We can give 3 apples to each
friend.
There are three types of fractions:
 Proper fractions
Proper fractions refer to those
fractions where the numerator is
smaller than the denominator. A
proper fraction is a part of a whole.
For example 1⁄2 ,3⁄4 , 5⁄9 , 11⁄13

Improper fractions
Improper fractions are those
fractions where the numerator is
greater than the denominator. They
are greater than a whole.
For example 7⁄5 ,9⁄5

Mixed fractions
When we combine a whole number
and a proper fraction together, we
get a mixed fraction.

5. Group Activity
(By Pair)

Give each pair a plastic cup with

some two-sided counters (your
choice of how many counters
depending upon your students'
abilities). Students gently shake the  (Pair them by two’s)
cup and pour the contents out
carefully, so the pieces don't fly
everywhere. Then students write two
fractions to describe what they see.
For example, if there were seven
counters total and four landed on the
yellow side, that fraction is 4/7. That
would mean that there would also be
3/7 red counters facing up for a total
 of 7/7, which is all of the counters.

If you want to make this into a game,

each student could choose one of the
color. After students have written
their fractions on whiteboards, have
one student flip a More/Less Coin,
which is simply a plastic counter with
More on one side and Less on the
other side on either a sticker or
written in sharpie.

The student who has the largest

fraction wins if More is flipped and
the student who has the smaller
fraction wins if Less is shown. This
keeps students motivated to play
even if the other student has a
fraction which is obviously larger.

 (Perform the activity by pair)

IV. EVALUATION

 Get a one half sheet of paper and answer the following question:
A. Identify the following as proper fraction, improper fraction or mixed number.
1. 5/9
2. 10/2
3. 1 2/7
4. 6/6
5. 7/4
6. 4 1/4
 7. 10/1
8. 2/5
9. 3/6
10. 3 3/6

V. ASSIGNMENT

 We will going to have an activity tomorrow and kindly bring all the following
materials:
▪ Short Bond Paper
▪ Glue
▪ Colored Paper
▪ Scissors and;
▪ Scotch Tape

PREPARED BY:
ALYSSA NICOLE P. RIOTETA
BEED – 2B

NOTED:
MRS. GLENDA RABANAL
INSTRUCTOR