Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
Detailed Lesson Plan in Mathematics 2
LEARNING COMPETENCY:
I. Objectives
At the end of the lesson, the students should be able to:
Find ½ ,1/3 , ¼ 1/5, and 1/6 of set of objects;
Compare fractions using an illustrations;
Compare fractions with the same denominator and;
Compare fractions by using > (greater than) and < (less than) sign.
II. Subject Matter
Main Topic: Comparing Fractions
A. Reference
(Internet)
Growing Up with Math 2 (page 197 – 199)
B. Materials
PowerPoint Presentation
Chalk Board/ illustration
Greater than – Less than sign card
III. Learning Activities
Teacher’s Activities Student’s Activities
A. Daily Routine
Prayer
Everybody, please stand up.
_______, lead the prayer. _______ will lead the prayer.
Greetings
Good morning, class! Good morning, my dear teacher.
Checking of Attendance
BSAgEd 2, may I have your
attendance?? Here is our attendance ma’am.
Thank you. How about the
attendance of BEEd? Here is our attendance ma’am.
Thank you.
Very good! Everyone is
present.
B. Preparation
1. Drill
Draw the shaded regions of the
corresponding fractions on your
papers.
2. Review
Last meeting we discussed about
fractions. So class, what can you
say fraction?
Yes? It is a part of a whole.
Exactly!
And we also tackled about the part
of a fraction. What is it again? The numerator and the
denominator, ma’am.
Alright!
Class, do you still remember these
symbols, < and >? Yes Ma’am!
If I will compare 5 to 18, what
symbol will I use? < (Less than sign)
What if I need to compare 10 to 9,
what symbol will I use? > (Greater than sign)
3. Motivation
I will group you in to 3 groups with
equal number of student, and then
assign a number to each member.
Now, I have here sets of pictures
and I want you to examine them
carefully. If you think that the first
picture is greater or bigger than
the second picture, you will use
the (>) greater than sign. On the
other hand, if you think that the
second picture is bigger or greater
than the first picture, you will raise
the (<) less than sign. I will call a
number. All those with that number
will raise the correct answer. The
first student who raises the correct
answer will stand up. The
members of the group who remain
on their sits will describe their
standing classmate using only one
word that starts with its first letter
of the name or nickname. If one of
the remaining members fails to
describe, their score is not
counted.
Are you ready? Yes, Ma’am! We are all ready.
Let’s start.
4. Presentation (Analysis)
Unlocking the Difficulties:
Today, we are going to use our
comparing skills in comparing
fractions. But remember, we can
only compare fractions if we are
referring to the same thing.
C. Lesson Proper
Here are the paper strips that we
need for our new topic. Each
student should have 6 paper strips
with different colors. Get the first
strip and divide it equally into two
by folding. Label each part and
cut.
Are you done? Yes, Ma’am.
Get the second strip and divide it
into three.
Are you done? Yes, Ma’am.
Get the third strip and divide it into
four.
Are you done? Yes, Ma’am.
Get the fourth strip and divide it
into five.
Are you done? Yes, Ma’am.
Get the fifth strip and divide it into
six.
Are you done? Yes, Ma’am
Well done, class!
Now, put the pieces of strips on
your desk and observe which one
is bigger.
Compare 1 whole to ½, which one
is bigger? 1 whole.
Compare ½ to 1/3, which one is
bigger? 1/2
Compare 1/3 to 1/4, which one is
bigger? 1/3
Compare 1/4 to 1/5, which one is
bigger? 1/4
Compare 1/5 to 1/6, which one is
bigger? 1/5
How did you know which fraction is
bigger? (Answers vary)
Awesome!
Did you know how to use < and >
sign? Yes, Ma’am.
The greater sign is use if the first
fraction is bigger than the second
one. On the other hand, less than
sign is use if the second fraction is
bigger than the first one. For
example, which is bigger 1/2 or
2/3? Use your paper strips to
identify which one is bigger. 1/2 is greater than 2/3.
Very good!
How about 3/3 and 1/4? 3/3 is greater than 1/4
If there is a case that the
denominator of fractions are the
same, look for the numerator
because the bigger the numerator
the bigger the fraction. Do you
understand? Yes, Ma’am.
D. Generalization (Abstraction)
Now, what can you observe on the
fractions that we have compared? (Answers vary)
What does the numerator tells us
in comparing fractions with the
same denominators? (Answers vary)
All in all, what did you learn from
our discussion for today? I learned that … (Answers vary)
Very well said!
E. Application
Stand up every one and go to the
center of the classroom. We are
going to play the game called pick
a spot. Each corner of this
classroom had an assigned letter,
the corner A, B, C, D. We have
here some questions to be
answered by you. If you think the
correct answer is letter A, run to
the corner A. We will give you
three seconds to go on the spot
you chose. Is that clear? Yes, Ma’am!
Get ready.
IV. Evaluation
Group your selves into 5 then answer
the task in five minutes.
I. Shade the parts to show the
fractions. Write the symbol
> or <.
II. Make a parody about
Mathematics with Fraction.
Minimum of 5 lines and
maximum of 10 lines.
Compose a song using the
melody or tune of a popular
song.
V. Assignment
Answer the following word problem.
1. Which is longer, a stick that is
¾ m long or a stick that is 2/4
m long?
2. Joanna ate 3/8 of the pizza,
while James ate 5/8 of the
pizza. Who ate less?
3. Samantha needs the longest
lace for her project. She has
red, pink and blue laces. The
red lace is 7/12 m long. The
pink lace is 11/12 m long and
the blue lace is 12/12 m long.
Which lace should she use?
Why?
Thank you so much for
participating. This ends our
discussion for today. Let us all
stand and pray.
(Everybody will pray.)
Goodbye class! God bless you. Goodbye, Ma’am! May the lord
reward you.
Prepared by:
Juddie Mynn J. Barba
and
Shanice E. Castillo
Principles of Teaching 2, Student
