CHRIST THE KING COLLEGE DE MARANDING

Maranding, Lala, Lanao del Norte Inc.

Detailed Lesson Plan in Mathematics 3

Demonstrator: Johny C. Manawatao

I. LEARNING OBJECTIVES
At the end of the lesson, the learners are expected to:
a. Identify the Fractions;
b. Illustrate an object based on the indicated fraction; and
c. Develop fairness and equality among other people.
II. SUBJECT MATTER
Topic: Fraction
Reference: Annalistic Math
Author:
Materials: Visual Aids and pictures
Subject Integration: Values Education and Arts
Values Integration: Fairness and equality
III. PROCEDURE: Inductive Method

Teacher’s Activity Student’s Activity

A. PREPARATION
a. Opening Prayer
Class, let us start our day with a prayer. “Dear God,
Thank you for this brand new day.
Thank you for all the blessings that you
have showered upon us, especially, the
food that we eat, the water that we drink
and the air that we breathe. May Your Holy
Spirit guides us as we go through our
lessons today. Bless our family, our
classmates and teachers always. All these
things we ask in Your Holy name. Amen.”
Good morning, class praise be Jesus and
Mary! Now and forever!

Amen!
 b. Energizer
Okay class, do you know the song I Have
Two Hands? Yes sir.

That’s good to hear! Let us sing it all

together.
“I have two hands, the left and the right. “I have two hands, the left and the right.
Hold them up high, so clean and bright. Hold them up high, so clean and bright.
Clap them softly one, two, three. Clean Clap them softly one, two, three. Clean
little hands are good to see.” little hands are good to see.”

Very good. So let’s give ourselves a

barangay clap. (students do as told)

Before you take your seats, kindly pick up

some pieces of papers under your chairs
and arrange your chairs properly. If you’re
done, you may now take your seats. (Students do as told)

c. Checking of attendance
Okay, let me check the attendance. Are you
all present? Yes sir.

d. Imposing of Rules
Before we formally start our lesson for
today, I will impose my rules first during
our discussion. First, avoid talking with
your seatmates during our discussion.
Next, if you want to answer, please raise
your right hand. Understood? Yes sir.

e. Review
Who can still remember our previous
topic? Yes, Trisha? Last meeting, we discussed about
Perimeter.
Very good Trisha. Last meeting we talked
about Perimeter. Do you have any
questions about our last topic? None so far, teacher.

f. Motivation
Before I will discuss our new topic this
morning, I have here something to show
you. I have here a picture.

What can you see in the picture? A pizza teacher.

Very good!
Nestor, do you like pizza? Yes teacher!

Okay class, for example: If this pizza is

real, and Nestor wants a piece of pizza,
Now, what am I going to do with the pizza
in order for Nestor to have a piece of it? You need to slice the cupcake teacher.

Very good! I will slice the pizza.

Now class, what happened to the pizza

after I slice it? The pizza is divided into two equal parts
teacher.
Very good. The cupcake is now divided
into two equal parts.

g. Statements of the aim

I want you to lend me your ears because
this afternoon, we are going to discuss
about “Fraction”

B. Presentation
Everybody please read the meaning of
Fraction. Fraction- is a numerical representation
(such as ½, 1/3, 2/5) indicating the
 quotient of two numbers.
Very good!
Now, do you still remember the pizza that
we sliced a while ago?
Yes teacher.

Now, let us use fractions to show the parts

of the pizza

As you can see, the pizza is divided into

two equal parts. This part is one-half and
the other one is the other one-half.

1 Numerator
Bar
2 Denominator

The number above the bar is called

numerator or represent the number of
parts out of the whole.
Or in a pizza, it tells that I and Nestor got 1
of the two equal parts of pizza.

Next, the number under the bar is called

denominator or represent the total
number of equal parts.
Or in a pizza that i slice a while ago, it tells
that the pizza was divided into 2 equal
parts.

Understood?
Yes teacher.

I have here another example. What is this

shape?
That is a square, teacher

Excellent! As you can see, the square is

divided into 4 equal parts. And there is one
part that being shaded. So class what
fraction that the part that is being shaded?
¼ teacher

Very good!

The number 1 which is the numerator is

the shaded part of the square, while the
number 4 which is the denominator is the
divided parts of the shape.

If I will shade the three equal parts of the

square, What is the fraction of the shaded
parts?
¾ teacher

Very good! If you will shade 3 parts of the

square, then the Fraction is ¾ because the
number of shaded parts is 3 which is the
numerator and the total number of equal
parts if 4 which is the denominator.

Let us take a look at this. What is this

shape?
Teacher, that shape is a rectangle

Very good! Now, I will divide the rectangle

into 5 equal parts and shade 4 of them.
What will be the fraction of the shaded
parts?
Yes, Jayson?
The fraction of the shaded part is 4/5

Very good Jayson.

Again, how many shaded parts are there in
a rectangle?
There are 4 shaded parts teacher

Very good! So 4 is the numerator.

And how many total parts are there in a
rectangle? There are 5 total parts teacher
Yes, that would be the denominator.
So the fraction of the shaded parts of a
rectangle is 4/5.

C. Activity
Directions: Divide yourselves into 3 groups
and form a line. I will show a picture that
represents a fraction. Identify the fraction
of the given picture and write your answer
on the board.

1. 2. 1. 3/5
2. 2/5
3. 2/8
4. 3/8
3. 4. 5. 2/4

5.

D. Generalization
Again, class, what do we call the number
under the bar or the number that is the
total number of parts of a whole? Denominator teacher

How about the number Above the bar or

the number of parts out of the whole? Numerator teacher

Very good!
Again, what do we call the numerical
representation (such as ½, 1/3, 2/5)
indicating the quotient of two numbers? Fraction teacher
 ¼ teacher.
Again, what is the fraction of the shaded
part? ¾ teacher.
How about the the parts that has no color?

This one, what is the fraction of the part 1/5 teacher.

that has no color?

Very good! I guess you are now ready for

an activity.

d. APLICATION
Let us now apply what you have learned.
This time, we will be having a group
activity. I will group you into 2 and each of
your group will be receiving an envelope
for your tasks. Listen carefully, because all
you have to do is Read each Fraction.
Divide the shapes and color part according
to the given fraction. Choose any color of
your interest. Have one representative in
each group to present your answers. I will
be giving extra points to the group who
shows cooperation and team-work.

Group 1
Group 1

Group 2
Group 2

Congratulations to the winning group and

to the rest of the class. Clap your hands.

e. VALUING
Class, I have here a scenario. A mother
bought an apple from the market. She has a
twin daughter, namely Kathryn, and
Kathleen. Since she only bought a piece of
apple, she divided it equally into half and
gave it to her daughters. So my question is.
Why did the mother decide to divide the
apple equally into two and give them to
The mother cut the apple into half so that
her daughters?
they can feel that their mother treats and
loves them the same.

Yes, that’s right. That is what we call,

Fairness and equality. If these are present,
there will be respect, understanding and
peace.

f. EVALUATION
Directions: In a one whole sheet of paper,
draw and identify the fraction of the
shaded part. Write your answer on the
space provided. You can also use any color
to shade the shading parts.

4/6
1. 4/8 2. 3/8 3.
1. 2. 3.
4. 5. 4. 6/8 5. 3/4

g. ASSIGNMENT
Directions: Draw any shape. Divide the

shape and color the part to show the given

fraction. Choose any color of your interet.

1. 8/15

2. 4/10

3. 12/20

4. 9/12

5. 10/16

Pass it tomorrow.