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NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 2
National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 2
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the
curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Development Team Management Team

Writer: Encar L. Jimenez May B. Eclar, PhD, CESO III

Content Evaluator: Ivy Liezl H. Vinluan, Lalaine Ann F. Manuel, PhD Jessie L. Amin, CESO V
Language Editor: Maristel P. Silva, Analiza V. Verdillo Rosalinda S. Ibarra, PhD
Technical Expert: Michael Q. Manansala Ma. Editha R. Caparas, EdD
Joseph D. Reyes, PhD
Maria Divina Amor C. Medina, PhD
Week 2 DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of
Standards ● proper and improper, similar and dissimilar, and equivalent fractions.
By the end of the quarter, the learners are able to:
B. Performance
● recognize and represent proper and improper, similar and dissimilar, and equivalent fractions in various
Standards
forms and contexts.
C. Learning The learners will be able to:
Competencies ● represent, compare, and arrange dissimilar fractions in increasing or decreasing order.
D. Learning At the end of the lesson, the learners will be able to:
Objectives ● To visualize dissimilar fractions through sets, regions, and number lines.
II. CONTENT: Visualizing Dissimilar Fractions
III. LEARNING RESOURCES
Mathematics 3 Learner’s Material
A. References
National Learning Camp Mathematics Intervention Lesson Plans
Khatri, S. (n.d.). Grade 3 Math’s worksheets: (7.2 Making fractions on the number line) – Let's share knowledge.
B. Other learning https://letsshareknowledge.com/grade-3-maths-worksheets-7-2-making-fractions-on-the-number-line/#google_vignette
resources
Soft copy of activities in dissimilar fractions – Google Drive. (n.d.). https://tinyurl.com/math3activities

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
A MATHtatag afternoon everyone! This afternoon, let us explore the world of Mathematics. Are you ready to explore
the world of numbers, shapes, and arithmetic? Expected answer: Yes, we are!

Activating Prior I have posted set of fractions on the board. Please read the instructions provided. (Note to the teacher: Prepare
Knowledge ahead of time the materials.)
(5 minutes) 2 3 6
3 4 8
Expected answers: two-thirds, three-fourths, six-eighths
Let’s look at their denominators.

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What is the denominator of two-thirds? Expected answer: 3
What is the denominator of three-fourths? Expected answer: 4
What is the denominator of six-eighths? Expected answer: 8

2 3 6
3 4 8

(Note to the teacher: Encircle all the denominators of the given fractions, so the learners can see that they differ.)
Look at the denominators of the given fraction, are they all the same? Expected answer: No, Ma’am/Sir.
These fractions are dissimilar because their denominators are different from each other. As a starter, let us
answer the following activities.

As you can see, I have prepared 3 envelopes with different activities. I want you to identify the dissimilar
fractions in each activity. After answering each activity, your work will be posted on the board.

NOTES TO THE TEACHER: The teaching strategy used in this part of the lesson involves review and
reinforcement through practical application. This approach begins by reviewing previous content, ensuring
learners recall dissimilar fractions. This will not only reinforce prior knowledge but also prepare the learners for
the new lesson by establishing a clear lesson and solid foundation.

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Intervention Group Consolidation Group Enhancement Group
Write Similar if the fractions are Write the fraction of the following Write Similar if the fractions are
similar and Dissimilar if it is not. illustrations. Then, write Similar if similar and Dissimilar if it is not.
Write your answer in the blank the fractions are similar and Write your answer in the blank
provided. Dissimilar if it is not. Write your provided.
answer in the blank provided.
2 3
_____1. 5
,5
____1.
2 2
_____2. 8
,7
_____1.
_____2.

6 6
_____3. 9
,8

2 5 _____3.
_____4. 8
,8 _____2.

2 8
_____5. 10
, 10 _____4.

(The soft copy of this activity can be

accessed in the reference section of
this material) _____3. ______5.

_____4.

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 (The soft copy of this activity can
be accessed in the reference
section of this material)

_____5.

(The soft copy of this activity can be

accessed in the reference section of
this material)

Expected answers:
2 3 1 2 4
1.Similar Similar 1. 5 5
Dissimilar 1. 2 3 5

3 4 1 2 3
2. Dissimilar Dissimilar 2. 6 5
Similar 2. 3 3 3

2 1 3 5 3
3.Dissimilar Similar 3. 4 4
Dissimilar 3. 4 8 5

3 5 2 4 1
4. Similar Dissimilar 4. 7 8
Similar 4. 5 5 5

2 2 5 3 1
5. Similar Similar 5. 3 3
Similar 5. 8 8 8

(After the answers are posted, process the learner’s output and give appropriate feedback.) Say, “Let us see if you
got them right.”

You did a good job! Give yourselves a MATHgaling galing mo clap! (The teacher will demonstrate the clap.)

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 NOTES TO THE TEACHER: This activity will serve as a review for the Grade 3 competency on identifying
dissimilar fractions, through visualization or according to the learner’s skill level. The teacher should prepare the
learning materials before the class board work. Use an appropriate number of groups needed. Objects may vary
according to availability. The teacher may have more than 1 group per learner classification 3-4 learners per
group is recommended.
The posted activities included similar and dissimilar fractions, presented using shapes, figures, or illustrations.
Through the help of sets, regions, or number lines we can visualize dissimilar fractions and can help you
understand dissimilar fractions better.

Lesson
Purpose/Intention
(1 minute)

Sets Regions Number Line

NOTES TO THE TEACHER: This lesson segment focuses more on visualizing dissimilar fractions. It introduces a
relatable scenario to pique learners' interest in the upcoming part of the lesson.
Before we proceed to our next lesson, let us define visualization.
Visualization is the representation of an object, image, picture, or illustration. We can visualize dissimilar
fractions through illustrations, using sets, regions, and number lines.
Remember that:
Sets – are groups of objects that are used to visualize fractions as parts of a whole set.
Lesson Language
Practice
(1 minute)
Regions – shapes that are divided into parts. Each part represents a fraction of the whole.

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 Fraction Number line - it displays two numbers at either end of the line.

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in
the lesson. You can post the terms either on the board or flash it on a wide screen.
During/Lesson Proper
Through sets, regions, and number line we can visualize dissimilar fractions. Let’s start with sets.
We can also visualize fractions through regions. We can use different shapes in visualizing fraction through
regions. Look at the following examples.

In visualizing fractions through regions, we will count the shaded part.

(Notes to the teacher: Guide the learners in counting the shaded part.)

How many shaded parts can you see in the illustration? Expected answer: 3
Very good, therefore 3 is our numerator.
In finding the denominator, we will count all equal parts.
Reading the Key Idea (Notes to the teacher: Guide the learners in counting the equal parts.)
12 minutes How many equal parts are there?
Expected answer: 8
3
Therefore, 3 parts are shaded out of 8. The fraction form of the given illustration is three-eighths ( 8
).
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Let’s look at the illustration, what is the fraction form of the illustration? Expected answer: 4

3 2
Good job! The fraction form of the first illustration is 8, the second illustration is 4. What do you call these fractions?
Expected answer: Dissimilar Fractions

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Aside from regions, when visualizing fractions through sets, count the shaded object, which will be the
numerator.

(Notes to the teacher: Guide the learners in counting the shaded part.)
How many shaded flowers can you see in the illustration?
Expected answer: 2

After counting the shaded part, count all the flowers and that will be our denominator.
(Notes to the teacher: Guide the learners in counting the whole set of flowers.)
How many flowers are there in this set? Expected answer: 6
2
Therefore, 2 flowers are shaded out of 6. The fraction form of the given set is two-sixth ( 6
). Let’s look at the
illustrations below.
(Notes to the teacher: Guide the learners in counting the shaded part.)
How many shaded trees can you see in the illustration?
Expected answer: 2

How many trees are there in this set? Expected answer: 3

2
Therefore, 2 trees are shaded out of 3. The fraction form of the given set is two-thirds ( 3
).
2 2
6
and 3
(Note to the teacher: Encircle the denominators to see that they differ.)

Are the denominators similar or not? Expected Answer: No, Ma’am they are not similar.
What do we call these fractions? Expected Answer: They are dissimilar fractions.

Aside from sets and regions, we can visualize dissimilar fractions with the use of a number line.
The fraction Number line displays two numbers end of the line. In visualizing fractions using a number line we
must remember the following.
A. A number line always starts from zero (0).
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b. You will divide the number line depending on the denominator. Take for example our given fraction is 8

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Since our denominator is 8, we will divide the number line from 0 to 1, into eight (8) equal parts. Afterwards,
1 2 3 4 5 6
starting from 0 we will count 8, 8, 8, 8, 8, 8

1/8 2/8 3/8 4/8 5/8 6/8 7/8

(Note to the teacher: Put a mark or arrow from where 6/8 is on the number line. Explain to the learners that 8/8
is equal to 1.)
And that is how we visualize fractions using a number line. Please, write the fraction represents by the number
line below.

3
Expected answer: 5

6 3
Very good! The first fraction is 8
and the second fraction is 5
, look at the denominators of the fractions. Are they
the same? Expected answer: No, Ma’am/Sir.
What do we call these fractions? Expected answer: Those are dissimilar fractions, Ma’am.

Good job! Let us play a game to deepen our knowledge about the visualization of fractions. I will divide you into 3
groups. For every correct answer you will get, I will give you a letter to help reveal our mystery word. Are you
ready?
Expected answer: Yes, we are!

Now, let’s try to answer the following activities in visualizing fractions through sets and regions.

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Intervention Group Consolidation Group Enhancement Group
Draw and color the regions Give the group an activity sheet Visualize the following fractions
according to their respective where they will show or visualize a through number lines. Afterwards,
fractions. Then, write on the blank set of dissimilar fractions. Write the identify if they are similar or
provided if they are similar or correct fraction of the following dissimilar fractions.
dissimilar fractions. given set. 2 4
________________1. 6 and 6

2 3 1. ___________________
___________1. 4 4
0 1

Similar or Dissimilar? ___________

1 2
___________2. 3 5 5 7
________________2. 10 and
2.____________________ 8
Similar or Dissimilar? ___________

6 2
___________3. 8 4
2 2
Similar or Dissimilar? ___________ ________________3. 4 and 6

3. ____________________

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 Expected answers:

● How did you visualize the dissimilar fractions?

The expected answers:

a. We visualized dissimilar fractions by first looking at the denominator, which represents the total number of
Developing an
equal parts an object is divided into. The shaded part represents the numerator.
Understanding of the
Key Idea/Stem
● What did you use to visualize the dissimilar fractions?

1 minutes The expected answers:

b. We used illustrations such as sets, regions, and number lines to visualize dissimilar fractions.

Good job! You know how to visualize dissimilar fractions through regions, sets and number lines.

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 NOTES TO THE TEACHER: The activity helps the learners visualize dissimilar fractions through sets, regions,
and number lines.
Intervention Group Consolidation Group Enhancement Group
(The teacher will show some sample Color the sets depending on their Write the corresponding fractions of
cutouts.) I have some fractions corresponding fraction. Then write the number lines below. Write
cutouts. The name of this activity is on the blank provided, if they are dissimilar or similar fractions on the
“Pair Me”. Cut, paste, and pair the similar or dissimilar. blank provided.
cutouts to their respective fraction. ____________1. ____________1.
Afterwards, write on the blank
provided if the sets of fractions are 3 4
5 5
similar or dissimilar.
(The teacher will demonstrate an
____________2. ____________2.
example of how to do the activity. 5 2
Then, distribute the activity sheets 6 4
Deepening
to the learners.)
Understanding of the ____________3.
The activity should look like this.
Key Idea/Stem 2 2
3 4

5 minutes
______1.
____________3.

______2.

______3.

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 NOTE TO THE TEACHER: After the NOTE TO THE TEACHER: After the
NOTE TO THE TEACHER: After the activity, the teacher will give group 2, activity, the teacher will give group
activity, the teacher will give group paper cutouts of letters “A” and “M”. 2, paper cutouts of letters “W”, “O”,
1, a paper cutout of letter “T” and They will post them on the board. “R”,and “K”. They will post them on
“E”. They will post it on the board. the board.
The soft copy of the activities can be
The soft copy of the activities can be accessed in the reference section of The soft copy of the activities can be
accessed in the reference section of this material. accessed in the reference section of
this material. this material.

Expected answers:

What is the hidden word we form after answering all the activities?
Expected answer: Teamwork (Note to the teacher: Guide the learners in reading the word.)

Good job! The hidden word is TEAMWORK, which means that when you help each other you can to win or to finish
the task easily. Just like what you did earlier. As they always say, “TEAMWORK makes the dream work.”
(Integrate values or give more examples regarding teamwork.)
43After/Post-Lesson Proper

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 You all did a great job completing each task, you are all MATHgaling at MATHtalino!
(Note to the teacher: Ask again the following questions.)
Making
Generalizations and 1. How do we know if two or more fractions are dissimilar?
Abstractions Expected answers:
If the number of equal parts or denominators are not the same.
2 minutes 2. How can you visualize dissimilar fractions?
Expected answers:
1. We visualize dissimilar fractions through sets, regions, or a number line.
As your final task, answer the following activity sheets. Write your answer on the answer sheets provided.
Intervention Group Consolidation Group Enhancement Group
Write the fraction of the shaded Write the fraction of the shaded Visualize the following fractions
part, identify if they are similar or part, identify if they are similar or through number lines. Afterwards,
dissimilar dissimilar identify if they are similar or
_____________1. dissimilar fractions.
5 4
________________1. 10 and 6

___________1.
Evaluating Learning

4 minutes
___________2.

3 2
___________3. _____________2. ________________2. 8 and 8

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 4 3
________________3. 7 and
____________3. 9

Notes to the Teacher: The soft copy

Notes to the Teacher: The soft copy
Notes to the Teacher: The soft copy of the activities can be accessed in
of the activities can be accessed in
of the activities can be accessed in the reference section of this
the reference section of this material.
the reference section of this material.
material.

Expected answers:

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Additional Activities for
Application or
Remediation (if
applicable)

Remarks
Reflection

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