MODULE 2

Fractions and Geometry

Visualizing and Identifying Unit Fractions
Lesson 1

Visualize Improper Fractions

Lesson 2

Equivalent Fractions
Lesson 3

Comparing Fractions
Lesson 4

Addition and Subtraction of Similar

Lesson 5 Fractions

Simple Geometric Figures

Lesson 6

Symmetry
Lesson 7

Tessellations
Lesson 8

Lesson 9 Patterns
 MODULE 2

TEACHING MATH IN THE PRIMARY GRADES

 INTRODUCTION

This module will enable the students/prospective teachers to achieve the

mathematical skills they need and help them demonstrate proficiency in teaching
Fractions and Geometry in the primary grades. It aims to help prospective teachers to
demonstrate a connected understanding of mathematical content, use a variety of
instructional materials, resources and strategies in teaching statistics and simple
probability in the primary grades.

OBJECTIVES

After studying the module, you should be able to:

1. Synthesize how to effectively teach fractions and simple geometry

2. Familiarize strategies in teaching fractions and simple geometry
3. Write objectives for a specific lesson
4. Acquaint themselves with the different instructional materials to be used
in every lesson
5. Develop their art of questioning
6. Practice giving positive feedback to pupils
7. Prepare a drill, a quiz, and home activity
8. Prepare and submit a detailed lesson plan
 DIRECTIONS/ MODULE ORGANIZER

There are nine (9) lessons in the module. Read each lesson carefully then answer
the exercises/activities to find out how much you have benefited from it. Work on these
exercises carefully and submit your output to your instructor.

In case you encounter difficulty, discuss this with your instructor during the face-
to-face meeting.

God bless and enjoy reading!!!

Lesson 1

 Visualizing and Identifying Unit

Fractions

OBJECTIVE
Visualize and identify unit fractions with denominators of 10 and below

PREREQUISITE CONCEPTS AND SKILLS

1. Visualizing and identifying ½ and ¼ of a whole object
2. Dividing a whole into halves and fourths
3. Dividing the elements of a set of objects into two groups of equal quantities to show
halves and fourths of sets

MATERIAL
1. Real objects, Pencils, books
2. Illustrations of halves and fourths 5. Chart with story problem
3. Activity cards/sheets

INSTRUCTIONAL PROCEDURE
A. Preparatory Activities
1. Drill – Do this as paired activity
Prepare illustrations of halves and fourths and give each pair of pupils. Write two
headings such as one-half and one-fourth and post them on the board. Then let them post
their illustrations on the proper heading.

2. Review – Do this as group activity.

Let each group draw the following objects and divide them into halves and fourths.
1. Circle
2. Square
3. Rectangle
Let each group post their outputs.
B. Developmental Activities
1. Motivation
Let the class play the game “The Boat is Sinking”. Let them group themselves according
to the number given by the teacher.

2. Presentation
Use a piece of cake or other available material.
Show it to the class.
Ask: How many cakes are there?
Divide it into 4 equal parts. Ask: How many equal parts are there?
Take away one part. Ask: What part of the cake was taken away?
Show this illustration to represent cake.
one part was taken away
1/4 1/4 1/4 1/4

Teach the pupil the proper way of reading ¼.

Show them where is the numerator and the denominator.
Ask the pupils to tell something about the numerator and the denominator.

Use also illustrations or cutouts.

Divide it into 10 equal parts. Take away one part.
Ask: What part of the chocolate bar was taken away?
Ask the pupils to illustrate the situation above using region. Guide them.
Then let the pupils write the fractional part of the chocolate bar that was taken away?

3. Reinforcement Activity – Let them play a game related to naming unit fractions. You
may use flashcards with illustrations of different unit fractions.

4. Application – Let them answer some exercises on the board. Let them divide shapes
that are drawn on the board the shade 1 part and then give a fraction for it.
5. Generalization
To visualize unit fractions, use set of objects, region and equal jumps in a number line.
Identifying unit fractions is easy. Unit fractions are those fractions whose numerators are
1.

EVALUATION
A. Visualize the following unit fractions. You may use set of objects, region or number
line.

B. Which is the unit fraction in the following set of fractions? Copy it on your paper.

HOME ACTIVITY (You may assign an activity in their workbook)

Lesson 2

 IMPROPER FRACTIONS

Objectives:
At the end of the lesson, the student should be able to:
• Visualize fractions that are equal to one and greater than one

Value Focus: Sharing

Prerequisite Concepts and Skills Fractions less than one

Materials: Illustration of fractions less than one, cake model, cut-outs of figures, number
lines

Instructional Procedures

A. Preliminary Activities

1. Drill (This is done to set the atmosphere in the classroom. Pupils really enjoy
playing activities especially if introduced using games.)
Let the pupils give the fractions for the shaded parts and unshaded parts. Write their
answer on the board. (Let them have a contest with this.)
Review: Let your pupils play the game “Climbing the Ladder”
a. Call on 2 pupils.
b. Engage them in a race in climbing the ladder by checking out all fractions less
than one. (The ladder should have the same fractions).
c. The first pupil to come up with the greatest number of correct answers wins the
game. (Give some safety reminders like: Do not push each other.

When is a fraction less than one?

A fraction is less than one when the numerator is less than the denominator.

Motivation

Show a cake model.

On Ana’s birthday, her mother baked her a cake. Ena divided it into 8 equal parts
to be shared among her friends.

Ask: How did Ana divide the cake?

Into how many equal parts was the cake divided?

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What will Ana do with the cake?

Developmental Activities

1. Presenting the Lesson

Present the following regions with all the parts shaded (cut-outs)

A B C D
Ask: Into how many equal parts is figure A divided? Figure B? Figure C? Figure D?

How many parts are shaded in A? B? C? and D? (Ask one question at a time per
figure?
How many equal parts are there in A? B? C? and D? (Ask one question at a time per
figure?
What fraction is represented by the shaded parts in A? B? C? and D? (Ask one
question at a time per figure?

Let the pupil discover that fractions equal to one have the same numerator and
denominator.

Pose the problem story.

Mother came home with 2 egg pies. She cut each into 4 equal parts. She gave her
five children one piece each. What part of the pies did mother give?

Illustrate the problem models of 2 egg pies cut into 4 equal parts. Have the pupils
act out the problem situation and post the model showing the given parts.

Ask: What do you call each part? How many parts are there? How many wholes
were formed using the parts?

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How many parts were there with the whole? Lead them to see through the model
posted on the board that these parts show a fraction more than one.

Write this as a fraction more than one. 5/4

Have the pupils compare the numerator and the denominator of the fraction. Ask
which of the two is greater.

Give two more examples showing fractions with a greater numerator? Use other
illustrations.
Ask: What kind of a fraction is this?
2. Performing the Activities
a. What kind of fractions are the following?

Set A Set B

A B
Ask: What kind of fractions are in A? in B? Why? What do you notice about their
numerators and denominators?

a. Play a game. “Look for Partners”

1. Distribute different cut-outs of region divided into equal parts
2. Let them look for partners with shapes similar to theirs
3. When everybody has found his/her partner, let them form the
model of a whole and name it along with other parts.

3. Processing the Activities How do we visualize fractions equal to one? More

than one?

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4. Reinforcing the Concept

Give them an activity (Board work). Ask them to encircle the fractions that are
equal to one in each set of fractions. Box the fractions that are more than one.

5. Summarizing the Lesson When are fractions equal to one? more than one?
Fractions are called “fractions equal to one” when their numerators and
denominators are the same.

Fractions are called “fractions more than one” when the numerators are greater
than the denominators.

6. Applying to New and Other Situations

Give them a seat work. You may let them use their workbook to answer some
activities.
Answer the activities together or provide the answer key.

C. Evaluation.
Give them a short quiz.

D. Home Activity (Assignment)

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Lesson 3

 EQUIVALENT FRACTIONS

Objective
Visualize equivalent fractions.
Value Focus
Being helpful and responsible
Prerequisite Concepts and Skills
1. Basic multiplication and division facts
2. Reading and writing fractions
3. Comparing dissimilar fractions

Materials
Fraction chart, fraction cards/strips, cut outs, activity sheets, multiplication
chart
A. Instructional Procedures A. Preliminary Activities
1. Drill

Give the pupils a snappy drill on basic multiplication and division facts Use
flash cards.

2. Review
Recall comparing fractions. Make flashcards.
As the teacher flashes the cards, the pupils will compare the fractions. They
will write >, < or = on their show-me-board. ( A show-me-board can be the
back portion of an illustration board if white boards and white board pens
are not available.)
3. Motivation
Show a picture of two girls working on a project. (Video clips id available)
Ask questions about the picture then present the problem.

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Ana and Liza working together on their art project. Ana colored 1/2 of the
square, while Liza colored 4/8 of another square of the same size. Liza told
Ana that she colored more parts and has a bigger fraction. Ana said that
they just have equal parts. Who is right?
Ask:
Why are Ana and LIza busy? What are they doing?
What kind of pupils are they? Do you also do your projects? Why is it better
if you do a project together with a classmate?
How many parts were colored by Ana? What about LIza? Who do you think is
right? Ana or LIza?
Today, we are going to find it out.
B. Developmental Activities
1. Presenting the Lesson
Have the pupils represent the art project of Ana and Liza.
Group the class into 2 groups. One group will do the project of Ana while
the other will do the project of Liza.

Ana’s project Liza”s project

Ask: How many parts were colored by Carol? What do you call the shaded
part? What about Tess colored part? What do you call the shaded part?
Do the squares have the same size of shaded parts?
How will you be sure that the two shaded parts are equal?
Ask one pupil to fold the squares where only the shaded parts can be seen.
Let the pupil match the two shaded parts by putting one over the other
(Superimposing). Ask the pupil what he/she can say. They must realize that
one is exactly the same as the other.
Is 1/2 equal to 4/8?

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How can we check if 2 fractions are equivalent fractions? What kind of

fractions are 1/2 and 4/8? Equivalent Fractions

Now, who got the correct answer?

2. Performing the Activities
Can you think of another fractions equivalent to 1/2 and 4/8?
Study this: (The two regions must be of equal size.)

A B
What part of the whole is shaded in Square A? 2/4 What about in Square B?
3/
6

Are the two fractions equal?

Are they also equal to 1/2?
Are the products of the fractions equal?
Ask one pupil to show his/her solution on the board
2 3 2 x 6 = 12
4 6 4 x 3 = 12
If the product of 2 and 6 is the same with the product of 4 and 3 then the 2
fractions are equivalent.
Are the fractions 2/4, 3/6 and 3/6 equals to 1/2?
How can we generate fractions equivalent to a given fraction?

Study the fractions we have formed earlier.

1=2= 3=4 ......
2 4 6 8

What have you noticed with the series of fractions?

How can we get 2/4 from 1/2?
What will you do to the numerator and denominator of 1/2 to get 2/4? 3/6?4/8?
Look at these examples.

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6=3=2=1
18 9 6 3
How can we get 3/9 as equivalent fraction to 6/18?

What will you do to the numerator and denominator of the fraction?

To generate fractions equivalent to a given fraction, we can either multiply

or divide both the numerator and denominator of the given fraction by the
same whole number.

Let us try to check the equivalent fractions we have formed.

1 1x2=2, 1 x 3 = 3, 1 x 4 =4
2 2 x 2 =4 2x3=6 2 x 4 =8

Give more examples for the pupils to study and analyze.

2 2x2=4, 2 x 3 = 6, 2 x 4 =8 2 = 4= 6= 8
3 3x2 6 3x3=9 3 x 4 =12 3 6 9 12

24 24÷2=12 12÷2= 6 6÷2= 3 3÷3=1 24=12 =6= 3=1

48 48÷2=24 24÷2=12 12÷2= 6 6÷3=2 48 24 12 6 2

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Is there another way to find equivalent fractions of a given fraction?

Introduce other ways of finding equivalent fractions such as the following:
1. Fraction Chart

2. Multiple Chart

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Look at the number chart. Based on the number chart consider the numbers
above as the numerators and the numbers below are the denominators. See
if all the fractions following 1/2 are its equivalent. Are they?

What about 3/4? Can you see its equivalent fractions?

3. Processing the Activities
How do you know that 2 fractions are equivalent/equal?
What can you say about the parts or values of equivalent fractions? How will
you form equivalent fractions?

4. Reinforcing the Concept

a. Group Activity
“Where is my Family?”
Choose 5 pupils to be leaders. Give to each leader the father or mother
fraction. Distribute to the class equivalent fractions. Let the pupils wear the
assigned fractions. Ask the father/mother fraction to stand in front and hold
the fraction given to them. Tell the pupils who wear their equivalent
fractions to go to their respective father/mother fraction. The first family
who complete his/her family correctly wins.

(Note: fractions should be written in a card with string so that they can
wear it like an ID.)
Examples of sets of fractions:

b. Pair Activity
Have the pupils answer Activity in their workbook. See to it they work
cooperatively. (Provide the answer key afterwards.)

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c. Individual Activity
Have the pupils answer Activity 2 in their workbook individually. (Provide
the answer key afterwards.)

Summarizing the Lesson

Question 1: How do you define equivalent fractions?
Answer 1: Equivalent fractions are fractions that name or describe the same
part of a region or set. They have the same value but different numerators
and denominators

Question 2: How will you determine if two fractions are equivalent

fractions?
Answer 2: Use the cross-product method. If their cross products are the
same, then the 2 fractions are equivalent.

Question 3: How can we generate equivalent fractions?

Answer 3: To get the equivalent of a given fraction, we can either multiply
or divide the numerator and the denominator by a number.

Application
a. Group Activity
Divide the class into 5 groups. Let them choose their leader. Give to the
leader a card with fraction written on it. Tell them to form 3 or 4 fractions
equivalent to the given fraction to the group leader. Let them write their
answer on 1/2 sheet of cartolina and post their work on the board. The
leader will report to the class about their work.
b. Individual Activity
Have the pupils answer an activity in their workbook.

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C. Evaluation
Give the pupils a short quiz.

D. Home Activity/Assignment:
You may require the to answer some activities in their workbook.

Lesson 4

 COMPARING FRACTIONS

Objective
Compare similar and dissimilar fractions

Pre-requisite Concepts and Skills

1. Fraction and dissimilar fractions
2. Fraction more than and less than one
3. Meaning of relation symbols

Value Focus Equality

Materials
Cut-outs, activity sheets, real objects, flash cards, pocket chart, diagrams

Instructional Procedures

A. Preliminary Activities
1. Drill
Use flash cards. Engage pupils in a race by telling whether the fractions are
similar or dissimilar. Two pupils stand on the aisle. Teacher flashes cards.

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Each will take one step every time he/she gets the answer correctly. The
first pupil to reach the finish line wins.

2. Review
1. Recall the meaning of relation symbols. Review the concept of
comparing numbers.
Write >, < or = in the box.

3. Motivation

Show an illustration of a pizza pie or a real pizza pie then tell this story.
Yesterday, these children had these snacks:
Ana = 1/8 of a pizza pie
Billy = 1/4 of a pizza pie
Cathy = 1/5 of a pizza pie

Guess. Who do you think ate the biggest piece?

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B. Developmental Activities
1. Presenting of Lesson Present these strips of paper. Ask what kind of
fractions these are.

Let them take a look at the rectangles. Ask what they observe. Let them
note that the fractions have the same numerators but different
denominators.

Ask: What do you call this kind of fractions? (Dissimilar fractions)

How will you classify these fractions in comparison with one whole? (They
are fractions less than one.)

What do you notice with the fractions as their denominator gets bigger?

2. Performing the Activities

How will you compare 1/2 and 1/5? Look at their value part in the
illustration. Which one is bigger or lesser?
How will you write the comparison using relational symbol?
1/2 > 1/5 or 1/5 < 1/2
Compare 1/4 and 1/3. (1/4 < 1/3)
Compare 1/3 and 1/5. (1/3 > 1/5)

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Let the pupils write the correct comparison sentence on the board. Ask:
When you have the same numerators but different denominators, how will
you know which one is bigger? lesser?
(If the numerators are the same but the denominators are different, the
lesser the denominator, the bigger is the value.)

Let us have another pair of fractions.

Compare 5 and 5.
3 4

5 > 5
3 4

Observe the above examples.

Ask: What do you notice with their numerators? denominators?
What kind of fractions are these? (Dissimilar Fractions)
How will you classify these fractions in comparison to one whole? (They are
fractions with more or less than 1.)
How do you compare these sets of fractions?
What do you notice with the fractions as their denominator gets bigger?

Now, let us have another set of fractions.

Present these other set of fractions

Compare 3 and 3.
5 4

What do you notice with their numerators? Denominators?

Ask: What do you call this kind of fractions? (Dissimilar fractions) How will
you classify these fractions in comparison with one whole? (They are
fractions less than one.)

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How do you compare these sets of fractions?

Have an easier way to compare fractions without illustrating them. Have
them see this short way of comparing fractions.
Example: Compare 3 and 2
4 5
Let us do the Cross-Product Method

Step 1: Multiply the numerator of the first fraction with denominator of the
second fraction. Place the product on top of the first fraction.
3 x 5 = 15
Step 2: Multiply the denominator of the first fraction with numerator of the
second fraction. Place the product on the top of the second fraction.
2x4=8
Step 3: The fraction with the greater/bigger product on top has the
greater/bigger value.
15 > 8
So, 3 < 2
4 5
Let’s have another example,

3 < 4
1 2
2 3

So, ½ is less than 2/3.

Have the pupil compare again the pairs of fractions they have compared
earlier using the cross-product method.

Ask: Did you come up with the same answers?

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3. Processing the Activities

How do we compare:
a. dissimilar fractions which are less than one having the same
numerators?
b. dissimilar fractions which are more than one having also the same
numerators?
c. dissimilar fractions which have different numerator and denominator
with illustrations? without illustrations?
Which do you think is the most convenient way to compare fractions? Why?
If you compare pair of fractions using the illustration and cross product
method, did you find the same answers?
4. Reinforcing the Concept
a. Group Activity
Have one group of pupils fold the rectangular cut-outs (same in sizes) to
show 2/4, 2/3; 1/3, 2/4; and 1/6, 3/5. Have them compare the fractions in
each set.

Have another group compare the numbers using the short way.
b. Individual Activity
Have the pupils do an activity in their workbook.
c. Pair Activity
Have the pupils do an activity in their workbook.

5. Summarizing the Lesson

What symbols of relation do we use in comparing fractions?
To compare fractions, we use the symbols of relation such as:
> read as “is greater than”
< read as “is less than”
= read as “is equal to” or “equals”
How do you compare dissimilar fractions?

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For fractions with the same numerators, look at the denominators, the
fraction with the smaller denominator is the larger fraction. For fractions
with unlike denominators, cross multiplication may be used.

For fractions with the same denominators, look at the numerators, the
larger fraction is the one with the greater numerator.

6. Applying to New and Other Situations

a. Class Activity
Go back to the question in the motivation, who do you think ate biggest the
piece? Explain your answer.

What method of comparison did you use? Give reason why you use that
method.
b. Pair Activity
Tell the pupils to find a partner. One pupil will write a pair of fractions and
the other will compare it. If the comparison is correct then it will be his/her
turn to make a pair of fractions to be compared by his/her partner. This will
take several rounds. The pupil who gives the most number of correct
answers wins.

C. Evaluation
Give the student a short quiz in comparing fractions.

D. Home Activity
Assign an activity to be answered in their workbook.

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Lesson 5

 ADDITION AND SUBTRACTION OF

FRACTIONS

Objective
Add and subtract dissimilar fractions
Pre-requisite Concepts and Skills
1. similar fractions
2. addition and subtraction of whole numbers
3. Meaning of addition and subtraction

Value Focus Equality

Materials
Cut-outs, activity sheets, real objects, flash cards, pocket chart, diagrams

Instructional Procedures

A. Preliminary Activities

1. Drill
Use flash cards. Engage pupils in a race by adding and subtracting whole
numbers Two pupils stand on the aisle. Teacher flashes cards. Each will take
one step every time he/she gets the answer correctly. The first pupil to
reach the finish line wins.

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2. Review
Recall the meaning similar fractions and show some examples.

3. Motivation
Show an illustration of a chocolate bar. Tell a story about how Allan ate 1/5
of the chocolate bar and then ate another 1/5.

Ask: Do you also like to eat chocolates? Is it good for us if we eat a lot of
chocolates?
Guess. Is it good for us if we eat a lot of chocolates?
B. Developmental Activities
1. Presenting of Lesson Present this illustration.

1 1 1 1 1
5 5 5 5 5
Ask:
How many parts is the chocolate bar divided into?
How many parts were eaten by Allan?
First, he ate 1/5 of the chocolate, then another 1/5 of it.
How can we show this? What operation can we use to find the number of
parts eaten by Allan?

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Show:
1 + 1 = 2
5 5 5
What do you notice about the numerators?
How about the denominators.

Show two more examples.

Present subtraction of similar fractions. Discuss at least 3 examples. You

may begin with a new set of illustration and then follow the same steps as
shown above.

2. Performing the Activities

Let the pupils have some board activities. You may let them have a contest
in adding and subtracting similar fractions.

3. Processing the Activities

What steps did we follow in adding/subtracting similar fractions?
a. We add/subtract first the numerators.
b. We copy the denominator.

4. Reinforcing the Concept

a. Group Activity
Have one group add similar fractions. And the other group subtract similar
fractions.

b. Individual Activity
Have the pupils do an activity in their workbook.

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5. Summarizing the Lesson

Ask: How did we add/subtract similar fractions?
a. Add/subtract the numerators.
b. Copy the denominator.

6. Applying to New and Other Situations

Class Activity:
Let the pupils answer an activity in their workbook.

C. Evaluation
Give the student a short quiz in adding/subtracting similar fractions.

D. Home Activity
Assign an activity to be answered in their workbook.

Lesson 6

 SIMPLE GEOMETRIC FIGURES

Objective
Recognize and draw a point, a line, a line segment and a ray.

Value Focus: Creativity

Prerequisite Concepts and Skills: Basic shapes and plane figures

Materials: Blackboard/whiteboard/bond paper, marker or pentel pen, chart,

flashcards with the
different figures (point, line, line segment, and ray)

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Instructional Procedures

A. Preliminary Activities
1. Drill
Ask the pupils to get objects from the room. Let them identify the objects and
describe the shape of the object.

2. Review
Have the pupils solve a puzzle about shapes on the board. This activity can be
done by having them have a contest.
3. Motivation

Let the pupils recite the given poem. Points and lines
Points and lines
That’s how it starts
That’s how it starts
Making all the figures
Making all the figures
Using points and lines
Points and lines.

Ask: What does it tell?

Where do figures come from as described in the poem?
Say: Today, you are going to study about points and lines.
B. Developmental Activities
1. Presenting the Lesson
Present the illustration. Ace and Kevin are playing darts. Look at where their darts
landed.

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Ask: What did Ace and Kevin name the space/place where their darts landed?
How will you describe the figure where the darts landed?
How many points are marked?
If you play darts, what would you like to name your point?
How are points named?

Say: A dot represents a point. It can be named with letters. Say: Look at the
picture

R S T

Ask: What have you noticed from point R to point T?

What can you see at both ends?
What do you call this figure?
Say: This figure with two arrow heads is called a line. It can extend indefinitely in
both directions.

Look at the example below.

Say: Take a part of line RT. (Divide the line into two)
S T

Ask: What do you call the figure below?

How will you describe this figure?

Say: This figure is called a ray.

It has one end point and an arrow head which extends indefinitely to one
direction. Start naming the ray from the endpoint.
Ask: How many rays are there in line RT?

Say: Look at the picture. Tell something about it.

R S

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Say: Look at the part of the line from point R to point s.

Ask: What can you say about this part?
Can you call this part as ray? Why?

This figure is called a line segment. It has two end points. It can never extend
indefinitely to any direction.
Say: Look around the classroom and find examples of each geometric figure
discussed.

2. Performing the Activity

Have pupils answer an activity on the board. Let them identify points, line, ray,
and line segment
3. Processing the Activities
Ask: What do we call each figure below? How do you describe these figures?
a. b. c. d.
4. Reinforcing the Concept.

Lead pupils to draw these geometric figures.

5. Summarizing the Lesson
Ask: What is a point? line? line segment? ray?

A dot represents a point. It can be named with letters.

A figure with two arrow heads is called a line. It can extend indefinitely in both
directions.
A line segment has two end points. It can never extend indefinitely to any
direction.
A ray has one end point and an arrow head which extends indefinitely to one
direction.
6. Applying to New and Other Situations
Have pupils an activity in their workbook.

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C. Evaluation
Have pupils answer a short quiz.

D. Home Activity
Let the pupils answer an activity in their workbook. Let them name the points,
line, and rays with letters.

Lesson 7

Objective
 SYMMETRY

Identify and visualize symmetry in the environment and in design.

Value Focus: Creativity

Prerequisite Concepts and Skills

1. Concept of symmetry
2. Construction of basic shapes such as squares, rectangles, triangles, circles

Materials: Cut-out pictures from magazines like butterfly, trees, etc., chart,
scissors, bond paper, drawing materials, manila paper, masking tape

Instructional Procedures
A. Preliminary Activities
1. Drill
Show them flashcards with a drawing of shapes on each card. Let them give
the name of the shape for each flashcard. A contest can be used to make the drill
more exciting.

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2. Review

Review about points, lines, ray, and line segments. You may show
illustrations of these basic geometric figures and let them identify and describe
each figure.
3. Motivation
Let the class sing the song about a butterfly. (In the tune of Sitsirisit)

Fly, fly, the butterfly

In the morning, it’s flying high
In the meadow, it’s flying low
Fly, fly, fly, the butterfly.

Generate ideas about the song with the children.

B. Developmental Activities

1. Presentation
Present a picture or a butterfly (large enough for the class to see). Ask pupils to
describe the butterfly. Fold the butterfly into two. Ask pupils what they see. Ask
pupils if the butterfly is equally divided into two. Introduce the word “symmetry.”

Explain that symmetry is when a figure has two sides that are mirror images of one
another. Tell them that you can draw a line through a picture of the object and
along either side the image would look exactly the same. Explain that this line
would be called line of symmetry. Present other pictures or objects. Have the

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pupils visualize and identify if the given design of the picture or object is
symmetrical or not. Have the class give other examples of things that look
symmetrical that they find in nature, in school, at home, and outside.

2. Performing the Activity

a. Group Activity
Divide the class into 5 groups. Provide each group with 8-10 pictures
or real objects that are either symmetrical or symmetrical. e.g.

Let each group observe the pictures or objects. Let them discuss if the objects or
pictures are symmetrical or not symmetrical.

Let them complete the table.

Direction: Write Symmetrical or Not Symmetrical after each object and explain
your answer.

Symmetrical or Not Explain

Name of Object
Symmetrical
1. clothespin
2. scissors
3. clock
4. bug
3. Processing the Activity
Ask: What are the objects or pictures that are symmetrical? Why?
Tell the pupils that they can check if a shape has a line of symmetry by folding it.
When the folded parts match perfectly with one another, then the fold line is a
line of symmetry
Say: Here I have folded a rectangle in this way, what have you observed?
Does the folded part match perfectly with one another? What does it mean?

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So, this one does not show a line of symmetry.

But if I fold it in another way, what have you noticed?

Does the folded part match perfectly with one another? How do you call the
folded line?
So this is a line of symmetry.
Show another figure or picture to the class. Cut a half figure of a tree or a
human figure on the folded part. Open the cut figure and show it to the
pupils.
Have them think of something and create stories about the figure. Let them
talk about the figure.

4. Reinforcing the Concept

a. Pair Activity
Let each pair list down 5 objects found in their classroom that are
symmetrical.
b. Tell the pupils that they will be doing a fun activity called “Name
Creatures.”
Ask the pupils to do an activity in their paper.

Emphasize that everything they add to it should be added on both sides so

that it stays a symmetrical design. Tell them they will have about 15
minutes to complete their creatures.
Pass the paper out and have the pupils do the activity while you walk
around observing their work. Encourage them to be creative when making
their creature!

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Once they are finished, have them share their creatures with their
classmates.
Collect the creatures for assessment.

Note: Others who cannot draw can think of letters that can be symmetrical
and draw it in on the bond paper (e.g. W, A, M, O) or it can also be done
using basic shapes.

5. Summarizing the Lesson

What is symmetry? How do we know that a figure or object or shape is
symmetrical? What other examples in the environment can we find that
show symmetry?
Answer:
Symmetry is when a figure has two parts that are mirror images of one
another. A figure is symmetrical if you can draw a line through a picture of
the object and along either side the image would look exactly the same.
A figure or shape or object is symmetrical if it can be folded and one half is
identical to the other half as the other half.

6. Applying to New and Other Situations

Divide the class into 4 groups. Have pupils look through the magazines and
cut out objects that they think are symmetrical. Challenge them to find
unusual ones. Have them tape the pictures up on their Manila paper. When
there are quite a few pictures on the board, talk about any that may not be
obviously symmetrical and ask the student to explain why they chose them.

Have them fold the pictures into two and check whether it is truly
symmetrical. Separate those that are and those that are not in the Manila
paper.

b. Individual Activity- Ask the pupils to do an activity in their workbook.

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7. Evaluation Give them a short quiz.

8. Home Activity
Ask the pupils to answer an activity in their workbook.

Lesson 8

 TESSELATIONS

Objective
Tessellate the plane using triangles, squares and other shapes that can
tessellate

Value Focus: Cooperation

Prerequisite Concepts and Skills

1. Describing shapes according to number of sides and corners
2. Tessellating a surface using triangles and squares
3. Counting the number of triangles and squares used to cover a certain
surface

Materials
Box, cut-outs of small square/rectangle/triangle shapes, pieces of bond
paper, cartolina, paste/glue, scissors, pencil, eraser, ruler, shape patterns,
or sketch pad, pictures of tiles in the house

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Instructional Procedures

A. Preliminary Activities
1. Drill

Identify the following:

a. I am a figure without sides. What am I?
b. I am a figure with three sides. What am I?
c. I am a four-sided figure. What am I?

2. Review
Answer the following:
How many sides has a triangle?
How about a square? a rectangle?
How many corners has a triangle? How about a square? a rectangle?
Compare the triangle, rectangle, and square according to the number of
sides and corners.
Square and rectangle
Square and triangle
Triangle and rectangle

3. Motivation
Give the pupils strips of art paper. Tell the pupils to form a figure out of the
given strips.

Ask: What figure did you form?

B. Developmental Activities
1. Presenting the Lesson
Provide 1/8 cartolina and cut-outs of small squares of the same size but with
different colors. Call a pupil to paste or glue the cut-outs of squares on the
card board without gaps.
e.g.

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Ask: How many squares did you use?

Let them look at the arrangement of the squares. How are they put
together? (They are put together side by side without gaps.)

Provide another cardboard or 1/8 cartolina and cut-outs of small squares and
triangles of the same size but with different colors. Call a pupil to paste or
glue the cut-out triangles and do the same with the cut-out squares.

Ask: How many triangles did you use? Let them look at the arrangement of
the triangles. How are they put together? (e.g. The longest side and the
shortest side of the triangles are joined together without gaps.)

What did we do with the cardboard or cartolina? (We covered the cartolina
or cardboard with cut-out squares or triangles of the same size) What did
we form? (Possible answers: We are able to form a design like a tiled floor.
We formed a pattern of shapes.)
What do you call this kind of designs or pattern? Tessellations

Say: We tessellate the surface or plane using triangles and squares of the
same size.

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2. Performing the Activity

Group Activity: Divide the class into 4 groups and let them work on the
following activities.
Give each group a short bond paper, one small cut-out square or triangle,
pencil and crayons.
Groups 1 and 2: Ask the pupils to draw and cover the whole bond paper with
squares using the cut-out squares. Make sure that there will be no gaps
between squares. Let them color the design they have made.
Groups 3 and 4: Ask the pupils to draw and cover the whole bond paper with
triangles using the cut-out triangles. Make sure that there will be no gaps
between triangles. Let them color the design they have made.
Each group will talk about their design.
3. Processing the Activity
Ask: Which shape can be placed side by side on the bond paper without
overlap or gap in between? What does it look like as a whole? (tiled wall or
floor)
How many small squares did you use?
How many small triangles fitted your bond paper?
What shape did you repeatedly use to make a pattern or design? What do
you call this repeated pattern? (This repeated pattern is called
tessellation.)
Which shapes can be used in tessellation? (We tessellate by using shapes like
triangles, rectangles, squares, etc. of the same sizes.)

4. Reinforcing the Concept

Group Activity
Divide the class into 4 groups. Provide each group with pieces of colored
paper. Tell them to cut small shapes of a chosen shape. (e.g. square,
rectangle, triangle). (The teacher may have a pre-cut pattern of a triangle,
a square, a rectangle and other tessellating shapes.) Tell them that the
chosen shape must be of the same size to form identical tiles.
Have the group paste the shapes of the same size that they have chosen on
the bond paper. Emphasize that there should be no gaps or overlaps.

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Let them talk about their designs. Display pupils’ work.

5. Summarizing the Lesson

What have you observed about the pattern made? Does it have any gap or
overlap? Why or why not? What do we call this kind of pattern?
How do you tessellate a given surface?

Tessellations are repeated patterns. Tessellations are a very specific kind of

pattern. They do not have gaps or overlaps.
We tessellate using shapes like triangles and squares of the same sizes.

6. Applying to New and Other Situations

Pair Activity: Provide a bond paper to each pair. Let them choose one cut-
out shape. Let them tessellate the bond paper using only the shape they
have chosen. Color their designs.
(Prepare cut-out shapes as shown below. Make sure that each pair will have
one of any of the shapes.)

Let them present their designs to the class.

C. Evaluation
Give them a short quiz. Present some shapes and let them choose the shape
that will tesselate.

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D. Home Activity
Let them work on their own tessellation design to be submitted next
meeting.

Lesson 9

 PATTERNS

Objective
Determine the missing term/s in a given combination of continuous and
repeating pattern
Prerequisite Concepts and Skills
Concepts on patterns and finding the missing terms

Materials
Illustrations of the different patterns, worksheets
Instructional Procedures A. Preliminary Activities

1. Drill Have pupils skip count by 2s, 3s, 5s, and 10s
2. Review
Lead pupils to answer the activity. Write the missing number. e. g.
1) 1 + 2 = ___
2) __ - 3 = 8
3) 4 x __ = 10
4) 24 ÷ 6 = ___

3. Motivation
Present the illustration on the board.

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Ask: What did the children do with the stars?

What can you say about the arrangement of the stars?

B. Developmental Activities
1. Presenting the Lesson
Have pupils study the given patterns.
Say: Look at the given set of shapes. How are the shapes arranged? What do
they form? What shape should be put on the line? Why?

Say: Now look at the next set of figures or objects. How are they arranged?
What pattern was created? What shape should be put on the line? Why?

Ask: What kind of pattern is given?

Say: These are examples of repeating patterns. Repeating patterns are
sequences of shapes or numbers that repeat constantly and regularly

One can predict the next term or missing term by looking at the regularity
of the shapes or figures or numbers repeated.

Say: Now, look at these numbers. How are the numbers arranged? What is
the next number in the pattern? Why?
3 5 7 9 ___
Ask: How about in this set of numbers? What number should be put on the
blanks? Why?
1Z, 2Y, 3X, ___, ____, 6U

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2. Performing the Activity

Group the class by fours. Provide a worksheet for each group. Let them
identify and write the missing term/s in the given pattern.
a. Look at the pattern, then draw the next shape.

Explain your answer:

_________________________________________________________

b. What are the next three shapes in this pattern? Draw them. Explain your
answer:

c. Write the missing numbers. 75 70 65 60 ____

Explain your answer:
________________________________________________

3. Processing the Activity

Discuss the answers of the groups.
Ask: In letter a, what is the next shape? Why?
How about in letter b, what are the missing shapes?
In letter c, what number should be on the blank?

4. Reinforcing the Concept

Have pupils answer activities on the board.

5. Summarizing the Lesson

• How can you identify the missing term/s in a given pattern of
shapes, figures or numbers?
• Look how the figures or shapes are arranged and identify which
shape/s repeat over and over.
• Identify the order of the repeated figures.
• How can you find the missing number/s in a given pattern or
sequence?

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• Determine if the numbers are arranged in increasing or

decreasing order
• Explore the relationship between the numbers by finding the
difference between numbers that are next to each other
• Use the difference between numbers to find the missing
number
6. Applying to New and Other Situations
Let pupils answer an activity in pairs. Each pair will make a repeating
pattern from the given shapes or figures or numbers. Then let them remove
one or two shapes or figures or numbers from their created pattern.
Exchange their patterns with another pair. Let them identify the missing
shapes or figures or numbers.

1.

2.

3.

4. M M N N P M M N N P M M N N P ____

5. 7 8 8 9 7 8 8 9 7 8 8 9 _________

C. Evaluation
Give them a short quiz.

D. Home Activity
Let them answer some activities in their workbook or give them a
prepared activity.

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