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December 9, 2024 For Upload

This lesson plan for Mathematics 3 focuses on visualizing and representing fractions equal to one and greater than one, incorporating various activities for student engagement. It includes a preparatory drill, guided practice, independent practice, evaluation, and assignments to reinforce the concepts. The plan emphasizes collaboration and understanding of key terms like numerator and denominator.

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Lea Joy Gamit
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2 views6 pages

December 9, 2024 For Upload

This lesson plan for Mathematics 3 focuses on visualizing and representing fractions equal to one and greater than one, incorporating various activities for student engagement. It includes a preparatory drill, guided practice, independent practice, evaluation, and assignments to reinforce the concepts. The plan emphasizes collaboration and understanding of key terms like numerator and denominator.

Uploaded by

Lea Joy Gamit
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan in Mathematics 3

December 9, 2024 Monday

I. LEARNING COMPETENCIES MELC #32: Visualizes and represents fractions that are equal to
one and greater than one.
II. LEARNING OBJECTIVES Visualizes and represents fractions that are equal to one and greater
than one.
III. LEARNING CONTENT

TOPIC Visualizing and representing fractions that are equal to


one and greater than one.
SKILLS Representing fractions greater than or equal to one
Comparing values of the different denominations
REFERENCES * [email protected] Quarter 3 – Module 2a:
Visualizing Fractions Equal to One and Greater than
One*CLMD 4A Budget of Works – Mathematics, page 18
MATERIALS slide deck, flash cards,
SUBJECT INTEGRATED
Within Curriculum Mathematics 3: Compares using relation symbols and
orders in increasing or decreasing order 4- to 5-digit
numbers
Across Curriculum English 3: Definition of Terms
VALUES FOCUSED Being good through collaboration and working together.
A. PREPARATORY ACTIVITY
1. DAILY ROUTINE

Drill: Let's have a drill on Addition (Project 4x4)

49 + 7 = ____ 16 + 8 = _____ 100 + 10= ____ 67 + 9 = ____ 72 + 8 = ______

Review (Integration Within the Curriculum)

Direction: Determine whether the number is odd or even.


_____ 1.) 22 _____ 9.) 900
_____ 2.) 58 _____ 10.) 773
_____ 3.) 59 _____ 11.) 7 407
_____ 4.) 5 _____ 12.) 6 586
_____ 5.) 99 _____ 13.) 1 290
_____ 6.) 701 _____ 14.) 7 052
_____ 7.) 838 _____ 15.) 1 813
_____8.) 454
2. MOTIVATION (Integration Within the Curriculum)
https://youtu.be/f7hdblvyZNw?si=78UgCOvLeLs0-L4R
B. ACTIVITY PROPER
1. PRESENTATION/INTRODUCTION (Integration Across Curriculum) Values Focused

Before we discuss about fractions equal to one and greater than one in this module, it is
important to understand the following terms used in the course of the lesson.

Numerator - is the number above the line in a common fraction. It tells how many parts indicated by the
denominator are taken.

Denominator - is the number below the line in a common fraction. It tells how many times the whole is being
divided.

2. MODELLING (I DO)
A. Let us visualize fractions equal to one. It is easy to determine that a given fraction is equal to one.

These are fractions that have the same numerator and denominator. Examples are shown below.

Each whole is divided according to the number of the given denominator. All parts are shaded because the
number of its numerator is equal to its denominator.

B. Let us visualize fractions greater than one.


A fraction is said to be greater than one if its numerator is greater than the denominator.

Examples are shown below.


Each whole is divided according to the number of the given denominator. The total number of the shaded parts
follows the number of its numerator. In visualizing fraction greater than one, since the numerator is greater than
the denominator just add another whole with the same number of divided parts until the total number of shaded
parts is attained
3. GUIDED PRACTICE (WE DO)

Group 1: Write the fractions for the shaded parts and unshaded parts.

Group 2: In a fruit basket, there are 5 red apples and 5 green apples. You are task to give the same
number of apples to five children. What fraction is being formed? Draw the number of apples per plate to
visualize your fraction.
Group 3: Fill in the table by writing the fractions in the boxes as visualized by the figures below. Color
the boxes in green for fractions equal to one and color yellow for fractions greater than one.

Group 4: Write FE = 1 before fractions equal to one and FM > 1 before fractions more than
one.
___ 1. 2/2
___ 2. 9/3
___ 3. 12/10
___ 4. 5/4
___ 5. 6/6

4. INDEPENDENT PRACTICE (YOU DO)

Direction: Write EQ before fractions equal to one and MT before fractions more than one
___ 1. 8/8
___ 2. 9/7
___ 3. 10/10
___ 4. 6/3
___ 5. 11/11

5. GENERALIZATION

What you have learned for today lesson?

How to visualize fractions that are equal to one and greater than one?
A. Determine whether the fraction is equal or greater than one.
1. Fractions are called “fractions equal to one” when their numerators and
denominators are the same.
2. Fractions are called “fractions more than one” when their numerators are greater
than their denominators.
B. Divide the whole according to the number of the given denominator.

Shade the parts following the number of its numerator.


If the fraction is equal to one, just divide the whole into equal parts according to the value of
the numerator and denominator then shade all the parts.
In visualizing fraction greater than one, since the numerator is greater than the denominator
just add another whole with the same number of divided parts until the total number of shaded
parts is attained.
C. EVALUATION
Copy the set of fractions on your paper.Encircle the fraction that is equal to one in each set offractions. Box the
fractions that are more than one.
1. 3/5, 6/5, 4/5, 5/5
2. 9/7, 4/7, 7/7, 3/7
3. 10/10, 9/10, 11/10, 5/10
4. 11/13, 13/13, 10/13
5. 12/14, 10/14, 14/14, 15/14 15/13

D. ASSIGNMENT/ADDITIONAL ACTIVITIES
Direction: From the given fraction below write all those that are equal to one and those that are
greater than one in the appropriate boxes.

12/11, 9/9, 2/1, 10/9, 1/5, 15/13, 8/8, 4/3, 14/12, 11/11
Fraction equal to one fraction greater than one

E. REFLECTION

Strengths
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Weakness
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Action to be taken
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F. INDEX OF MASTERY

Score Grade 3 - Grade 3 - Grade 3 -

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