A DETAILED LESSON PLAN IN MATHEMATICS III

I. OBJECTIVES

A.GENERAL OBJECTIVES: At the end of the lesson. Grade 3 pupils are expected to identify ,
familiarized and make equivalent fractions using different ways .

B.SPECIFIC OBJECTIVES:
b.1. COGNITIVE: Learn how to determine equivalent fractions using different ways .
b.2. AFFECTIVE: Share ideas and example about equivalent fraction that is connected to
everyday routine in life .
b.3. PSYCHOMOTOR: Participate actively in a certain activities.

II. SUBJECT MATTER

Topic: Equivalent Fractions
Reference:  MATH BOOK, Teaching Mathematics in the Primary Grades
(Chapter 2- Lesson 2) p.34-37.
https://youtu.be/igAJ396Rais MATHTINIK G1-3
Author: Genesis G. Camarisita ,PhD and Ian B. Oranio
Materials: Visual Aids,Laptop, Printed Materials , flashcards
III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A.Preparatory Activity -Good afternoon Teacher!

       A.1. Greetings
            - Good afternoon Class! Dear heavenly Father, Thank you for the ADDED
blessing in our life that we couldn't count on. Help us
       A.2. Prayer
to MULTIPLY love and respect, towards others.
- Who is assigned to lead the prayer for today ? DIVIDE our God given talents, and SUBTRACT
- Class, please stand up for our opening prayer. wrong doings and grudges in our hearts. In Jesus
name..
AMEN.
 A.3 Classroom Management
- kindly pickup all the trashes under your chair
without making any noise . - pickup trashes
-Before you sit down , I want everybody to count -1,2,3…. I am ready to listen teacher .
1 to 5 and after counting 1 to 5 , every body
should say
- sit down
”I AM READY TO LISTEN TEACHER ! “

-You may all be seated .

A.4 Checking of attendance - going in front , from row 1 to row 3 and

       - While I am preparing for our discussion , bring attach the star passes .
out your star passes and quietly attached it on our
attendance wall .
- Row 1 will go first .
- We are 20 in class … we have how may absentees
based on our attendance wall?
-Yes/none teacher!
       A.5 Checking of assignment - pass your assigment .
       - Is there any assignment that I had given you ?

       A.5  Review of the past lesson Fractions teacher !

-Before we start our discussion we will have a recap of
our past lesson.

What was our past lesson ?

there are two parts of fraction and these are ;

DENOMINATOR - found in the lower part .

- a total number of equal parts
or the whole.
NUMERATOR - The number above the line in
common fraction.
- showing how many of the
parts indicated by the
denominator are taken .

ex. ( kitkat bar ) 1/2

Choco bar 1
Choco bar 2
B. MOTIVATION :

Please stand up, we are going to play the fraction

game .

title of the game : “ALL ARE EQUAL”

Rubrics:
knowledge 30%
cooperation 35%
coordination 35%
total of 100%

Mechanics of the game ;

1) There are 3 groups to participate in this game , Row
1 , Row 2 and Row 3.
2) Let the pupils stand while doing the game
3) The teacher will show a fraction model in the
board , the player should change the given model into
a form of fraction number .
4) To answer , every member of the row must seat
simultaneously . No one can be left behind on the
row..
5)The first simultaneous row to seat on their chair will
be the one who can answer the given fraction.
6) Teacher will be the one to choose who is going to
answer the fraction in every row .
7) The first Row who got 3 points will be the winner
8) Prizes are given after the class discussion .

example:

1/6

1.) 4/8

3/4

2.)
 5/10

3. )
Yes teacher !

Thank you for your participation and cooperation

pupils. Let's give you a pabebe clap! Are you familiar
with this clap?

Since you are very familiar to fraction . Are you ready

to listen to our new lesson ?
( watch )

C. PRESENTATION :

       C.1. Discussion:
I have here a video presentation for you to have an idea Equivalent Fraction
for what lesson we are going to tackle today .
you can rest while watching the video but make sure
that you understand the video carefully because I have
a follow up questions after .

https://youtu.be/vKXqzpz-G0s

what have you notice in the video ?

what do you think is our lesson for today ?

REMINDER :

 Equivalent Fractions are fraction that look

different but have the same value.
 To find equivalent fraction of a given fraction ,
multiply or divide its numerator and denominator
by the same number .
 To express fraction in its simplest form , divide the
numerator and the denominator by the same
number until no number except 1 can divide both
of them.
 D. LESSON PROPER :

 Equivalent Fractions
- fractions that represent the same value, even
though they look different.
- fractions that are equal .

Ex. Mars has two moons . The Deimos &

Phobos

We can say that Deimos is one out of the

two moons of Mars which is 1/2 in fraction
form .

one half could be represent as this.

if we divide the same figure into 4 equal parts , the

shaded figure represents two-fourths as shown below.

we didn’t change the shaded region but we only divide

the figure into smaller parts .

in this case , 1/2 and 2/4 look different but they have
same values .
1/2 and 2/4 are called equivalent fraction.

Another example ;
Read the situation below.

1.) Grace and Joy has bought two boxes of pizza for
their snacks . The whole pizza has equal size. Grace cut
her pizza into 4 equal sizes while Joy cut her pizza into
2 equal size.
Grace ate her 2 slice of pizza and Joy ate 1 slice of her
pizza .Grace said that she ate more larger part of pizza
than Joy . Do you think Grace was right ? why do you
think so ?

1/2

The illustration of pizza shown the equivalent fraction

of the two fraction .

you can also use a cross product method , (cross

multiplication)
cross product method is involve multiplying the
numerator of one fraction by the denominator of
another fraction and then comparing the answers to
show whether one fraction is bigger or smaller , or if
the two are different.

2 1
- x - = the product are both 4 so that ;
4 2

1/2 and 2/4 are equivalent.

2.) Mrs. Noime gave 2 equal size of chocolate bar to

her younger son John Carlo and to her eldest son
Marcos. John Carlo chop his chocolate bar into 4 equal
sizes white Marcos chop his chocolate bar into 8 equal
sizes .John Carlo ate 1 piece of his chopped chocolate
bar and Marcos ate 2 pieces of his chopped chocolate
bar. John Carlo said that Marcos should give him an
extra piece of chocolate bar because Marcos got a
larger chocolate bar than him . Do you think Marcos
got a larger chocolate bar than his younger brother John
Carlo ? why do you think so ?

part of John Carlo

part of Marcos

1 2
- x - = the product are both 8 so that ,
4 8

1/4 and 2/8 are equivalent.

3
Note : if the variable or the product is not the same ,
therefore the given fraction is not equivalent. -
6

1
Finding the simplest form of equivalent fraction :
-
2
To express a fraction in its simplest form, divide the
numerator and denominator by the same number until
no number except 1 can divide both of them .

1.) ( yes 1/1 or None )

the fraction of this model is

6/12
6 and 12 are even numbers so that we can divide them 1/2
into 2/2.

6 2
- divide - = ?
12 2

Still,
3 3
- divide - = ?
6 3

is there any number that can be divided into 1/2 ?

if 1 is the only number that can be divide into the

denominator and numerator then the fraction is already
in a simplest form .
1
-
4
what is the simplest form of 6/12 ?
 none

1
2.)
-
4

the fraction of this model is

4/8 .
4 and 8 are both even numbers so that we can
divide them into 2/2

4 2
- divide - = ?
8 2

is there any number that we can divide in

1/4 ?

if 1 is the only number that can be divide

into the denominator and numerator then the
fraction is already in a simplest form .

meaning, the simplest form of 4/8 is ?

Finding the five equivalent fractions …

to find the equivalent fraction of a given

fraction , multiply its numerator and
denominator by the same number .

1.) 1 2 2
- x - = - 1st equivalent fraction
3 2 6

1 3 3
- x - = - 2nd equivalent fraction
3 3 9
 1 4 4
- x - = - 3rd equivalent fraction
3 4 12

1 5 5
- x - = - 4th equivalent fraction NOT EQUIVALENT
3 5 15
EQUIVALENT
1 6 6
- x - = - 5th equivalent fraction NOT EQUIVALENT
3 6 18
EQUIVALENT
so ford and so on.
EQUIVALENT
Therefore ;

1 2 3 4 5 6
- = - = - = - = - = -
3 6 9 12 15 18

are all 1/3’s equivalent fractions .

lets see if you really understand :

say if the fraction is equivalent or not
equivalent

 3/7 = 6/15

 4/8 =5/10

 3/7=7/11

 6/18=7/21

 4/12=5/15

It looks like you already familiar with equivalent

fractions .
let us now try to discuss and try to find the missing
terms or value in fraction .

what if we have the missing terms in fraction ?

are there necessary methods ?
what is the best way to find the missing parts of
fraction?

Lets find out .

In finding the missing number of fractions we have
to use two operations
MULTIPLICATION AND DIVISION

EX:
2/3 = ?/9
first step cross multiply :
9 x 2 = 18 product

then divide the product to the denominator

18 divided by 3 = 6

where as the missing term is six

another ;
8/3 = ?/15
first step cross multiply
8 x 15 = 120 product
then divide the product to tha denominator
2
120 divided by 3 = 40
17
where as the missing number is 40. 40
54
ex :
kindly help me to answer this example
2/? = 10/30=?20/60

2 x 30 +60
60 divide 10 = 6

60 x 10 = 600
600 divide 30 = 20

another ;

5/4 = ?/ 20 = 50/?

20 x 50 = 100
100 divide 4 = 25
2/4
50 x20 =1000
1000 divide 25 = 40

Do you understand ?
is there any other question ?

answer this on the board .

  1/2 = ?/4 4/8
 4/6 = ?/18
 3/5=24/?
 7/9=42/?

1/2
E.   GENERALIZATION :

Imagine that we are in a fraction dress shop , I am the

shopkeeper and all of the pupils are my head trainer .
I have here a set of clothes with different design of
fraction figure , the problem is I don’t know how to
determine and write fractions . Can anyone help solve
my problem ?

2 8
- cross multiply -
4 16

the answer is both 32 , so that 2/4 is

equivalent to 8/16.

The shop manager requires me to find the equivalent Team A

fractions for each designed fraction clothes . Can Team B
someone help me to find 3 equivalent fractions for each
clothes ?

2/4 ,4/8 , and 1/2

one of my shop customer demand a refund because

she told me that I gave her a not equivalent fraction
design. She ordered an equivalent fraction of 2/4 then I
gave her 8/16 . Can someone help me prove to her that
the fraction 2/4 is equivalent to 8/16 using cross
multiplication?
 ANSWER:
12/24
F.  APPLICATION : 18/36
     Since you were able to understand our discussion 24/48
for today. We will have a game . 30/60
36/72
Mechanics of the game :

A.)The game needed 2 teams with 5 players each

team.
B.)Form 2 lines . line 1 is for team A and line 2 is for
team B.
C.)Each team will have 1 bottle with the same amount
of water.
D.) Every player of each team will take a turn and flip
the bottle.
E.)When the player successfully lands the bottle , the
player can go on the board and answer the first given
fraction.
F.)The first team who finish the given fraction on the
board will win .
G.) NO CALCULATOR AND COACHING ALLOWED

12/24
1/2

Given fraction :
FIND THE 5 EQUIVALENT FRACTION OF THIS FRACTION

6
- ( GIVEN FRACTION FOR TEAM A & B)
12

We will have a group activity regarding our topic for

today .

RUBRICS:
Cooperation = 45%
1/2
Time = 20%
2/4,3/6,4/8,5/10,6/12
Content = 45%
Total of 100%

GROUP INSTRUCTION:
GROUP 1 will change the given figure into a fraction
form then find the lowest form of the given fraction .

fraction :
lowest form :
list 3 equivalent fractions into lowest form

6 & 25

2 & 63

6& 90

GROUP 2 will change the given figure into a fraction

form then find its 5 equivalent fraction .

Fraction :
equivalent fractions :
solution:
GROUP 3
Find the missing numerator or denominator to make
the fractions.

2/5 = ?/15 = 10/?

?/7=6/21=18/?

2/9=?/27=20/?

After 5 minutes , choose 1 representative from the

group to discuss their work .

Re-tally the points and figure out who got the most
points.
Rubrics

RATING:________________

Good job class, you all got a 100%.

G.INFUSION OF VALUES :
“ fraction surround our everyday activities ,can you tell
me how you use equivalent fraction while eating at a
fast food or shopping “

ASSIGNMENT :

IDENTIFY THE MISSING DENOMINATOR OR

NUMERATOR IN THE GIVEN FRACTIONS . SHOW YOUR
SOLUTIONS.
I. Identify the given fraction whether it is less than , greater than or
equal value . Write your answer on the space provided in each
number . You may use books in mathematics 3 for your reference .
1.) 1/2 = 3/2 2.) 6/8 = 12/8 3.) 1/2 = 1/2 4.) 5/10 = 2/10 5.) 7/14 =
10/14 Ans. 1. < 2. < 3. = 4. > 5. <