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Lesson Plan in Math 3

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You are on page 1of 11

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: Teachers guide

Value: neatness

III.

Procedure

Teachers Activity

A. Preparatory Activities

a. Prayer

b. Greetings

c. Attendance

d. Drill contest

e. Review

Yesterday, weve studied

about fractions less than

one. How do we know

again if the fraction is

less than one?

f. Motivation

Who among you loves to

eat fruits?

What fruits do you

like?

are different kinds of fruits.

Are fruits good

for our body?

Yes that is right!

Fruits are good for our body

Pupils Activity

than the denominator.

hands)

(pupils will mention

names of fruits)

Yes maam.

that our body needs.

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 maam.

Correct! I will cut it

now.

the apple divided?

parts.

part of the apple?

one half

fraction in figure? Come

here in front and write

it on the board.

Very good! That is one

half. How about these

two parts of the apple.

What do we call it?

Very good! Kindly write

it on the board.

Are two halves equal to

one?

And now, somebody in

the class, kindly go to

the board and write the

fractions in words.

Two halves

2/2

Yes, two halves are equal

to one.

First, .

One half

2/2?

Two halves.

right.

Is it less than one, equal to

one or more than one?

Fraction less than one.

Correct! Because its

numerator is less than the

denominator.

How about 2/2? What can

you say about Its

numerator and

denominator?

Fraction equal to one.

it?

b. use of cut outs (cake)

I have a figure of a

cake here that is divided into equal

parts.

1, 2, 3, 4, 5, 6.

Count the slices of the

cake.

get one slice)

into six parts.

Now, who can go in

front and get one slice of cake?

1/6

did you get?

1/6.

one. Come here and get a slice of

cake.

now.

did you get?

How many slices do we

have now?

We call these two

slices 2/6 (two sixths)

1/6.

Three.

wants a slice of our cake in front?

(calls a student)

What part of the cake

did you get?

How many slices do we

have now?

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?

We call these four slices

4/6 (four sixths)

Another one. (calls a

student)

What part of the cake did

you get?

Four.

1/6

Five.

have now?

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.

Six.

None

have now?

Yes

(six sixths)

Is there any slice left in

our cake?

when we got the sixth

slice.

equal to one?

It means that six sixths is

equal to one

Why do you think so?

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

8/8

2/2

board)

3/3

4/4

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 maam

now and answer quietly and

neatly.

C. Generalization

When their numerators and

How do we know that denominators are the

fractions are equal to

one?

same.

D. Application

Encircle the fractions

equal to one.

4

2

------------4

4

5

3

----------------5

5

3

4

--------------4

4

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 5/5 8/6

5. 4/6 4/4 4/9 4/12

V. Assignment

Box the fractions equal to

one.

1. 2/4 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

5. 2/6 4/5 5/5 5/6

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