LESSON PLAN

Mathematics 3
I.

II.

III.

Objectives
Read and write fractions that are greater than one in symbols and in
words.
Subject Matter
A. Topic: Reading and Writing Fractions Greater than One
B. Materials: cut outs of different shapes, cards with fractions and shapes
C. Learning Material: Mathematics 3
D. Value Focus: Sharing, Fairness
Learning Procedure
A. Daily Routine
1.
Prayer
2.
Checking of Attendance
3.
Review
The teacher will have a review on fractions less than and
equal to one using shapes.
B. Lesson Proper
1.
Motivation
a) The teacher will ask the class to read the problem.
b) The teacher will let the pupils act it out and have them
answer several questions.
Ask the pupils:
Jojo cut a bibingka into 8 equal parts. He gave 2
pieces to each of his 3 brothers and ate the rest.
What part did each one get?

2.

To whom did Jojo give the three parts of the

bibingka?
How did he divide the bibingka?
What kind of boy is he?
What value does he possess?
Do you want to be like him? Why?
Presenting the Lesson
a) Talk about the story problem.
1. Ask the pupils:
Who cut a whole bibingka?
Into how many parts did he cut the bibingka?
What do you call each part?
How do you write the fraction in words? In
symbols?
What parts were eaten by Jojo and his

brothers?
Write the fraction in symbol and in words?
b) Conduct a game
1. The teacher will give pairs of cards.

2. The teacher will shuffle the cards and place them on

the pocket chart.
3. The teacher will divide the class into two groups. At
the teachers signal, a player from each group
chooses two cards and matches them; the player
keeps the matched cards. Otherwise, the player puts
back the cards to their original position. The group
with the most number of matched cards wins.
C. Activities
1.
2.

The teacher will ask the class to read this problem.

The teacher will present the game squares.
Some pupils of Mrs. Molinas class colored game squares. How
many game squares did the pupils color?

3.

The teacher will ask the pupils:

a) How many game squares are there?
b) How many game squares did they color?
c) What part of the third game square did they color?
d) How do you write the total number of game squares the
pupils colored?
4.
The teacher will process the information from the activity by
asking questions.
a) What do you call the number above the bar line?
b) How about the number below the bar line?
c) How do you write a fraction in symbol? In words?
d) What can you say about the numerator and the denominator
of a fraction greater than one?
5.
Ask the pupils to answer Activity 1 in the Learning Material
pp. 222 223
D. Generalization
1.
The teacher will ask the pupils.
a) Can fractions greater than one be read and written in
symbols and in words? How are they read? How are they
written?
b) What is the relationship between the numerator and the
denominator of a fraction that is greater than one?
A fraction greater than one can be written in symbols and in
words. The numerator is greater than the denominator.

E. Application

1.
The teacher will make the pupils answer Activity 2 in the LM
page 224.
2.
The teacher will have the pupils write their answer on their
papers.
IV.
V.

Evaluation
A. The teacher will use the Activity 3 in LM numbers 1-5, page 224.
B. The teacher will ask the pupils to write the fractions on their paper.
Assignment
A. The teacher will refer to Activity 4.
B. The teacher will instruct the pupils to work on the activity on their
notebooks at home.
C. The teacher will give directions to write the fraction in symbols and in
words.