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Week 1

This lesson plan focuses on helping students understand proper and improper fractions, as well as equivalent fractions, specifically those equal to one and greater than one. The plan includes interactive activities using real objects like a melon and pizzas to visualize fractions, along with group and independent practice using manipulatives and worksheets. The lesson aims to build confidence in working with fractions while promoting teamwork and social awareness among students.

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Joshuanny Melody Caler Zacal
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13 views4 pages

Week 1

This lesson plan focuses on helping students understand proper and improper fractions, as well as equivalent fractions, specifically those equal to one and greater than one. The plan includes interactive activities using real objects like a melon and pizzas to visualize fractions, along with group and independent practice using manipulatives and worksheets. The lesson aims to build confidence in working with fractions while promoting teamwork and social awareness among students.

Uploaded by

Joshuanny Melody Caler Zacal
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 NUMERACY 3

School: Bag-ong Kahayag Elementary School


Teacher: Joshuanny Melody Z. Camingao

I. Objectives
At the end of the lesson, the pupils are expected to:
Content Standard:
 Demonstrate understanding of proper and improper,similar and
dissimilar and equivalent fractions.
Performance Standard:
 Is able to recognize and represent proper and improper, similar
and dissimilar and equivalent fractions in various forms and
contexts.
Learning Competency
 Visualizes and represents fractions that are equal to one and
greater than one using regions,sets and number line.(M3NS-IIIa-
63)
Learning Objectives
 To recognize fractions that are equal to one or greater than one.
 To feel confident and enjoy working with fractions, showing
respect and appreciation for each other’s ideas during our
discussions.
 To physically represent these fractions using tools like fraction
strips, number lines, and visuals so you can manipulate fractions
with confidence.
II. Learning Content:
Lesson Focus:”Visualizing and Representing Fractions that are equal to one
and greater than one “
Materials:
manipulative materials like fraction circles or fraction tiles,fraction
strips,counters,printed number line,geometric coloured paper shapes cutouts
References:
K-12 Curriculum Guide,MELC,Deped Teacher’s Guide
III. Procedures:
A. Preparatory Activities
(Greet the students )

B. Review and connect to Prior Knowledge:


Have you encountered fractions before?
Can anyone remember what a fraction is?

C. Motivation for the Lesson:


 I brought today-a fresh melon! Who loves melons?

 Discussion using (real objects)


Today, this melon will help us understand fractions that are equal to one and
greater than one. Here is a whole melon. I f I don’t cut it, what fraction would
this be?(Yes this is fraction equal to 1.The whole melon represents one whole
piece.

 Now I’ve divided this melon into 4 equal parts, what fraction does each
part represent?
If you eat one slice out of the four, how much of the melon is left? What
fraction is it?
 Using this melon,we learned how fractions equal to one and greater
than one look in real life. Today,we’ll practice showing these fractions
using pictures,regions,sets,and even on a number line. Let’s explore
together!”
 Introduction of Lesson Objectives:

 (Presenting pictures as visual models of fractions)


Today we are going to learn about fractions that are equal to one and
fractions greater than one. I’ll be showing you some pictures that will help us
understand these fractions better. But first ,lets look at these images
together.

(Display the picture of a whole pizza,a pizza split into two equal parts,a pizza
split into three equal parts,and a pizza split into four equal parts.)

Can you tell me what fraction of pizza is this?

Lets look at this pizza, its divided into 2 equal parts.

How do we show this as a fraction?


How about the pizza with 3 parts?What fraction does that present?

And if we have 4 parts,what fraction would that be?


We can represent all of these fractions on a number line as well.
Now,lets look at a new picture.Here’s a pizza that is morethan one whole
pizza.

This pizza is divided into two whole pizzas.


Can anyone guess what fraction is this?(yes,it’s 2/1,which is greater than
one”.)

 Relating the Picture to the Lesson Objectives:


So,now, were going to explore these kinds of fractions, fractions that are
equal to one, like 1/1,and fractions that are greater than one, like 2/1.

What do you notice about the pictures?


How do the pizzas look different when we’re dealing with fractions greater
than one?

SEL Focus(Social Awareness)Encouraging pupils to express their thoughts in


a non-judgmental way. Give positive reinforcement for participation.)

 Integrating 21st Century Skills:


By learning how to represent fractions, you are building important skills for
understanding the world around you .Fractions help us understand parts of a
whole and how things are divided, which is useful in many situations, like
sharing, measuring, and even in problem solving. These skills will help you
work better with numbers and make decisions that are informed and
accurate.

*Set Model: Show a set of 3 apples in one basket(1 whole),then 6 apples in


two baskets to represent 2 wholes.

*Number line Model:Draw a number line from 0-2 and mark fractions on it.
Show students how fractions can be placed on the number line.

 Guided Practice
1.Interactive Group Activity
Divide the class into 4 groups
Each group will be given fraction manipulatives (fraction
strips,circles,and paper cut outs)
Each group will work together to represent fractions greater than
one using the representations of region,set and number line models.
 Independent Practice
Hands -On Fraction Exercise

 Giving worksheets with fraction problems. Some problems should


involve representing fractions equal to one(1/1,1)and greater than one
(2/1,3/1) using the different models(regions,sets,number lines).

SEL Focus:
Encourage students to reflect on their own learning. Asking them what they
felt about the activity.

What did you enjoy most about solving these fraction problems?
 Conclusion and Reflection
What the 3 types of model used?
Fractions can be greater than one,or equal to one.
 SEL Focus
Ask: How working together in groups helped you understand fractions
better?
Discuss the importance of cooperation and how being able to listen to others
ideas improves learning.
(‘Great job everyone! You showed great teamwork and problem -solving skills
today.’
 IV.Assignment:
Draw three fractions greater than one using different
models(regions,sets,number lines).You are going to share your drawings to
our next class.

Submitted by: Corrected by:


JOSHUANNY MELODY Z. CAMINGAO ROXAN C. FERMIZA
TEACHER I MASTER
TEACHER I

SUBMITTED TO:
SHIERLY D. SAGERIL
PRINCIPAL I

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