DETAILED LESSON PLAN IN MATHEMATICS III

I. Objectives
A. Identify fractions equal to one.
B. Read and write fractions equal to one
C. Develop the habit of writing neatly

II. Subject Matter

Topic: Identifying fractions equal to one
Reference: Teacher’s guide
Value: neatness

III. Procedure

Teacher’s Activity Pupil’s Activity

A. Preparatory Activities
a. Prayer
b. Greetings
c. Attendance
d. Drill – contest
e. Review
Yesterday, we’ve studied about
fractions less than one. How do we
know again if the fraction is less
than one?
If the numerator is less than the
denominator.

f. Motivation
Who among you loves to eat fruits?
(pupils will raise their hands)
What fruits do you like?
(pupils will mention names of
fruits)
Very good! There are different
kinds of fruits.
Are fruits good for our body?
Yes ma’am.
Yes that is right! Fruits are good
for our body because they contain nutrients
that our body needs.
 Now, I have magic boxes here
that contain fruits. Some of you will come in
front and put their hand inside the box to
guess the fruit inside it.

B. Lesson Proper
1. Presentation
a. Show a real object for problem
illustration
Class, what fruit am I holding?

An apple ma’am.
Correct! I will cut it now.

Into how many parts is the apple

divided?
It is divided into two parts.
What do you call one part of the
apple?
one half
Who can write the fraction in
figure? Come here in front and
write it on the board.
½
Very good! That is one half. How
about these two parts of the
apple. What do we call it?
Two halves
Very good! Kindly write it on the
board.
2/2
Are two halves equal to one?
Yes, two halves are equal to one.
And now, somebody in the class,
kindly go to the board and write
the fractions in words. First, ½.

Very good! How about 2/2?

Very good! You are also right. One half

Two halves.
 What kind of fraction is ½? Is it less
than one, equal to one or more than
one?
Fraction less than one.
Correct! Because it’s numerator is less
than the denominator.
How about 2/2? What can you say
about Its’ numerator and
denominator?
They are the same.
So, what kind of fraction is it?
Fraction equal to one.
b. use of cut outs (cake)
I have a figure of a cake here that is
divided into equal parts.

Count the slices of the cake.

1, 2, 3, 4, 5, 6.
The cake is divided into six parts.
Now, who can go in front and get (a pupil will go in front and get one
one slice of cake? slice)

What part of the cake did you get?

1/6
Very good! Another one. Come here
and get a slice of cake.
(a pupil will get 1 slice)
What part of the cake did you get?
1/6.
How many slices do we have now?
We have are two slices now.
We call these two slices 2/6 (two
sixths)
Another one, who wants a slice of our
cake in front? (calls a student)
What part of the cake did you get?
1/6.
How many slices do we have now?
Three.
We call these three slices 3/6.
Another one. (calls a student)
What part of the cake did you get?
 1/6.
How many slices do we have now?
Four.
We call these four slices 4/6 (four
sixths)
Another one. (calls a student)
What part of the cake did you get?
1/6
How many slices do we have now?
Five.
We call these slices 5/6. (five sixths)
And the last slice (calls a student)
What part of the cake did you get?
1/6.
How many slices do we have now?
Six.
We call these slices 6/6. (six sixths)
Is there any slice left in our cake?
None
Do you think that 6/6 is equal to
one?
Yes
It means that six sixths is equal to
one
Because the cake is gone when we
Why do you think so? got the sixth slice.

Very good class! Give yourselves a

round of applause.

c. Illustration
I have some figures here. I will call
some of you to shade the fraction
indicated.

5/5 3/3 8/8

(pupils will answer on the board)

2/2 4/4
 Very good class!
Now, I have envelops here containing
activities. I want you to come to your
group and answer the activity inside
the assigned envelop. Do you
understand class?
Yes ma’am
Okay, come to your group now and
answer quietly and neatly.

C. Generalization
How do we know that fractions are
equal to one?
When their numerators and
denominators are the same.
Very good class!

D. Application
Encircle the fractions equal to one.

4 2
------ --------
4 4

5 3
--------- ---------
5 5

3 4
-------- --------
4 4

6 9
------ ------
9 9

3 2
------ --------
3 3
IV. Evaluation
Encircle the fractions that are equal to
one.
1. 2/3 2/6 2/2 2/4
2. 7/7 7/6 3/8 3/6
3. 7/10 5/8 4/5 3/3
4. 4/9 ¾ 5/5 8/6
5. 4/6 4/4 4/9 4/12

V. Assignment
Box the fractions equal to one.
1. ¼ 2/4 ¾ 4/4
2. 3/6 4/6 5/6 6/6
3. 1/8 3/8 8/8 6/8
4. 3/3 2/3 3/3 ¾
5. 2/6 4/5 5/5 5/6