MATHEMATICS 3

Quarter 3 Week 2 Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of proper and
Standard improper, similar and dissimilar and equivalent fractions
B. Performance The learner is able to recognize and represent proper and
Standard improper, similar and dissimilar and equivalent fractions in
various forms and contexts.
C. Learning The learner reads and writes fractions that are equal to one
Competencies/ in symbols and in words
Objectives M3NS-IIIb-76.3
(Code)
II. CONTENT
III. LEARNING Reading and Writing fractions that are equal to one in
COMPETENCIES symbols and in words
A. References
1. Teacher’s K to 12 BEP Curriculum Guide for Mathematics 3 p. 85
Guide
pages
2. Learner’s LM and TG for Mathematics 3
Materials
pages
3. Textbook Mathematics 3 pp. 217-218
pages
4. Additional
Materials
from LR
Portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Review previous Look at the fractions below: Give the fractions to the
lessons How do you read the shaded parts
fractions? Match the
fraction words to the
correct fraction symbol.
1. One- half
5/4
2. three- fourths
5/8
3. five –eights
1/2 Write the fractions of the
4. nine – sixths shaded parts given above.
3/4  What can you say about
5. five –fourths the first pictures?
9/8  In how many parts the
B. Establishing a whole is divided?
purpose for the lesson How many pupils are
absent today? Do you know how to read
How many are present? fractions? How about writing
a fractions?

43
 If we are going to write the
fraction of absent to present Look at the pictures and
pupils, how do you write it? figures below:

In writing fractions, what

C. Presentating are the things that we need
examples/instances to consider?
of the new lesson
“ Our topic for today is
about writing a fractions
that are equal to one” 2/2 3/3 4/4

Problem Opener:  What did you notice from

Marian bought a whole these fractions?
pizza for their snack time.  In the first illustration, is
She cut it into eight equal it equal or greater than 1?
parts.  Why do you say so?
 How about the second
She gave 5 pieces to each of one? The third? fourth?
D. Discussing new her friends and ate the rest.  What do you call these
concepts and What part did each one get? fractions?
practicing new skills
#1 Standards to follow in
performing the activity
 Divide the class into 3
groups, counting 1,2,3
(all number 1 will be the
Ask: group 1and so on.)
1. Who cut the pizza?  Write the corresponding
2. To whom did Marian fraction symbols of the
give the 5 parts of Pizza? shaded parts of the
3. How did she divide the given illustration
pizza?
4. What kind of a girl is
Marian?
5. What value does she
possess?
6. Do you want to be like
her? Why?
7. Into how many parts did
she cut the pizza?
8. What do call each part?
9. How do you write the Ask:
fraction in words? In What is the fractions in the
symbols? first illustration? The second?
10. What part were eaten by Third? and fourth?
her friends? a. Group Activity
11. How about her, how Distribute the task card to
many parts She was 3 groups and answer be
eaten? written on their white board.
12. Write the fractions in b. Pair Activity
words and in symbols. Task Card

c. Individual Activity

44
E. Discussing new Task Card
concepts and When do we say/call that a
practicing new skills fractions are dissimilar?
#2 Standards to follow in *Fractions are dissimilar if
performing the activity they have different
Write the word of the given denominators.
fraction:
1) 1/1 a. Group Activity
2) 6/6 Task Card
3) 5/5
b. Pair Activity
Write the fraction of the Task Card
words.
1) Five-fifths Write the fraction parts of the
2) four- fourths given pictures.
3) six –sixths
4) nine- ninths

a. Group Activity
Distribute the task
card to 5 groups and
answer be written on their
white board

b. Pair Activity
Task Card

c. Individual Activity
Task card
Write the fraction words of
the given fraction:
1.) 5/5
2.) 12/12
3.) 7/7
hen do we say that a 4.) 9/9
F. Making fractions are equal to one?
Generalization What are the things that we
need to consider in writing
fractions that are equal to
one?
 Fractions are equal to
one if the number
above the fraction bar
or numerator is the
same with the number
below the fraction bar
or denominator.
G. Applying to New
and Other Situations
a. Group Activity
Task Card

b. Pair Activity
H. Evaluation

45
 Task Card

Write E if the fractions are

equal to one

𝟓
______1.
𝟓
𝟑
______2.
𝟗
𝟔
______3.
𝟓
𝟒
______ 4.
𝟖
𝟑
I. Home Activity ______ 5.
𝟑

Put a check ( / ) mark on the

blank if the fractions are
equal to one
𝟓
______1.
𝟖
𝟒
______2.
𝟒
𝟑
______3.
𝟑
𝟔
______ 4.
𝟔
𝟑
______5. 𝟗
V. REMARKS
VI. REFLECTION

46
 MATHEMATICS 3
Quarter 3 Week 2 Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of proper and
Standard improper, similar and dissimilar and equivalent fractions
B. Performance The learner is able to recognize and represent proper and
Standard improper, similar and dissimilar and equivalent fractions
in various forms and contexts.
C. Learning Represents fractions using regions
Competencies
/ Objectives
(Code)
II. CONTENT Number and Number Sense
Representing Fractions Using Regions
III. LEARNING LC : M3NS-IIIb-72.5
COMPETENCIES
A.References
1.Teacher’s Guide K to 12 BEP Curriculum Guide for Mathematics 3 p.
pages TG, pp.225-228
2.Learner’s LM and TG for Mathematics 3
Materials pages LM, p. 219
3.Textbook pages Mathematics 3 pp. 222-228
4.Additional Edublogs
Pizza Fractions 5.NF.1/Better Math
Materials from LR www.pinterest.com
Portal https://www.google.com/url?sa=t&source=web&rct=j&url=/imgres%Fimgurl%
3Dhttps://d1alt1wkdk73
qo.cloudfront.net/images/guide/661d4f81af340f3b47d5564905a168a/516x474_
ac.jpg%26imgrefurl
https://www.google.com/url?sa=i&source=web&cd=&ved=2ahUKEwiitai6pvb
kAhWhGKYKHbuwDgg
Qjhx6BAgBEAI&url=https%3A%
B.Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners
A. 1.Review: A. 1.Review:
Prepare some cut- out Prepare some cut- out
shapes like the one below: shapes like the one below:
Show a variety of shapes Show a variety of shapes
divided into halves, thirds, divided into halves, thirds,
fourths, etc. Name the fourths, etc. Name the
fractional parts with color. fractional parts with color.

47
2. Motivation: 2. Motivation:
Clap once if the fraction Stamp your feet if the
is equal to 1 and clap twice if fraction is equal to 1 and raise
it is more than 1. your hand if it is more than
one.
1. 8/8 4. 7/6
2. 10/8 5. 12/9 1. 3/3 4. 4/3
3. 12/12 2. 1/1 5. 6/6
4. 3. 6/5
Ask questions:
How can you say that a Ask questions:
fraction is equal to one? How can you say that a
How can you say that a fraction is equal to one?
fraction is more than one? How can you say that a
fraction is more than one?
3. Unlocking of difficult
words: 3. Unlocking of difficult
Region – representing the words:
whole or one (1) whole. Region- representing the
whole or one (1) whole.
B. Developmental Activities:
B. Developmental Activities:
Focus:
“Representing fractions using Focus:
regions” “Representing fractions using
regions”
1. Presentation:
1. Presentation:
Mother gave you this
pizza pie. She requested you A boiled egg is divided
to divide the pie into three into 2 equal parts. You give ½
equal parts and give 1/3 of it of it to your friend. How many
to your sister. How many was left to you?
parts were left to you?
What good trait is What good trait is
demonstrated by sharing demonstrated by sharing
things? things to other?

Ask:
1) Into how many parts the
pizza pie is divided?
2) What part of the pizza pie
was given to her sister?
3) How many parts were left
to her?
Ask:
1) Into how many parts the
egg is divided?
2) What part of the egg was
given to her friend?
3) How many parts were left
to her?

48
4) What did you feel when 4) What did you feel when
you share your pizza pie you share your egg to
to your sister? your friend?

2
3

1
3
2. Group Activity: 2. Group Activity:

Divide the class into * Divide the class into 3

three groups to perform the groups to perform the group
group activity. activity.

Provide each group with Provide each group with

square cards. Ask each square cards. Ask each
7 9
group to illustrate , and group to illustrate 1/2, 1/3 and
12 15 1/4.
4
9  Mango Group.
Color 3/8, 7/12, 9/15 to
Group Sampaguita.
illustrate the fractions
With the given cards, color
8 6
the part illustrating
20 18
, ,  Apple Group.
5
of the whole or region.
30 Divide the card into fourteen
equal parts and color five
Group Rose. Divide parts of it.
the card into twenty equal
parts and color five parts of What part of the whole or
it. region is colored?
What part of the whole
or region is color
* Group Orange.
Group Magnolia. Illustrate Color 7/12 in the given card.
9/10 in the card given by
coloring the part with orange.

3. Processing the Activities: 3.Processing the Activities:

49
 In your group activity,
what parts of the region is
colored?
What do you call that
colored parts?
What the colored part of
the region represent?
How are fractions
represented in our activities?
In your group activity,
what parts of the region is
colored?
What do you call that
colored parts?
What the colored part of
the region represent?
How are fractions
represented in our activities?
How are the fractions
represented in each activity?

4. Reinforcing the Concept 4.Reinforcing the Concept

Color the parts of the figure
Illustrate the following that represents the fraction.
fractions in a region. 1. 2/6

1. 3/15 4. 4/6

2. 5/18 5. 3/10

3. 4/12
2. 3/4

5.Summarizing the Lesson

How did we represent the

fraction in our activities?

6. Applying to New and Other 5. Summarizing the Lesson

Situations
How did we represent the
Your teacher gives you 1 fraction in our activities?
whole red Cartolina for
making hearts on Valentine’s 6.Applying to New and Other
Day. She told you to get 5/16 Situations
of it. Show 5/16 in this figure.
Match column A with column

A B

1. 2/3 a.

2. 1/3 b.

3. 2/6 c.

4. 3/4 d.

50
C. Evaluation: 5. 4/6 e.

Illustrate the following

fractions using region. f.

1. 4/8 4. 8/9
2. 3/7 5. 6/10 C. Evaluation:
3. 7/12
Color the parts of the
region that represents the
fraction.
D. Home Activity 1. 3/5

What part of the region are

not shaded? 2. 4/6

1.

2. 3. 1/4

4. 4/10

3.

5. 3/8
4.

C. Home Activity

Name the fraction of the

shaded part.

1.

51
 2.

3.

4.

5.

V. REMARKS

VI. REFLECTION

52
 MATHEMATICS 3
Quarter 3 Week 2 Day 3

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
proper and improper, similar and dissimilar and
equivalent fractions.
B. Performance Standard The learner is able to recognize and represent
proper and improper, similar and dissimilar and
equivalent fractions in various forms and
contexts.
C. Learning
Competencies/ Represents fractions using sets M3NS-IIIb-72.5
Objectives (Code)
II. CONTENT Number and Number Sense
III. LEARNING
COMPETENCIES
A. References CG p. M3NS-IIIb-72.5
1. Teacher’s Guide T.G. pp. 225-228
2. Learner’s Materials L.M. pp. 219-223
Pages
3. Textbook Pages
4. Additional Materials
from LR Portal
B. Other Learning Flashcards, show me board, LR Portal
Resources
IV. PROCEDURES Advance Learners Average
Learners
A. Reviewing previous lesson A. Review
or presenting the new 1. Checking of Assignment
lesson 2. Drill
Write the fraction for the shaded region of the
figure that I will flash. Use your show me board
for your answer.
1.

2.

3.

4.

5.
4. Establishing a purpose Today we are going to study how to represent
for the lesson fraction using another way.
Before we start let me know who among you love
to eat mangoes. Why do like it?

53
5. Presenting Example/s Read the situation below:
instances of the new Mang Kiko picked mangoes from his farm. He
lesson picked 15 mangoes. 9 mangoes were ripe and the
rest were unripe.
Let us illustrate the mangoes that Mang Kiko
picked.

How many mangoes are ripe? Encircle it.

Who can write the fraction for the ripe mangoes?
How many mangoes are unripe?
Who can write the fraction?

6. Discussing new Complete each sentence with the correct

concepts and Complete
number oreach sentence with the correct number or fraction
fraction
practicing new skills
A. Put 9 eggs equally in
A. Put 9 eggs equally in 3 groups
3 groups
B. How many eggs are in each group?
B. How many eggs are
C. ____ ot of the 3 groups of eggs are white
in each group?
D. ____ of the eggs are white
C. ____ out of the 3
groups of eggs are
white
D. ____ of the eggs are
white

A. How many
triangles are
A. How many triangles are there?
there?
B. How many are
B. How many are shaded?
shaded?
C. Write the fraction
___ out of _____
are shaded or
C. ____
Write the fraction

___ out of _____ are shaded or

7. Discussing new Advance Average
concepts and Fraction Hot Spot Read Write and Color
practicing new skills #2 Help Toto Turtle spot Read the fraction,
____
the fraction Write the fraction then
color the set to show
the fraction

1. Two-fourths
How many butterflies
are blue?
____ out of _____
__

54
 What fractional part of
the butterflies are 2. Six-eighths
blue?

__
__
How many butterflies
are white? 3. Seven-tenths
____ out of _____

What fractional part of

butterflies are white?
__
__
4. Four-sixths
How many butterflies
are red?
____ out of _____

What fractions of __
butterflies are red?

__ 5. Five-sevenths

__

8. Developing Mastery Write the correct fraction for the question.

1. What fractional part of the trees are green?

2. What fractional part of the ducks are white?

3. What fractional part of the house is blue?

4. What fractional of the star are yellow?

5. What fractional part of the circle are blue?

9. Finding practical Mother bought twelve pieces of banana cue. She

application of concepts gave each of her five children a banana cue. How
and skills in daily living many banana cue were left?

55
 Represent the fraction using set.

10. Making the How do we represent a fraction using sets?

generalization and
abstraction about the
lesson
11. Evaluating Learning

12. Additional Activities for Answer Gibohon 3 on page 221 of the Learners
Application or Material.
Remediation
V. REMARKS

VI. REFLECTION

56
 MATHEMATICS 3
Quarter 3 Week 2 Day 4

I. OBJECTIVES
A. CONTENT STANDARD Demonstrates understanding of proper and
improper, similar and dissimilar and equivalent
fractions.

B. PERFORMANCE Is able to recognize and represent proper and

STANDARD improper, similar and dissimilar and equivalent
fractions in various forms and contexts.
C. LEANING Represents fractions using the number line.
COMPETENCIES/ M3NS-IIIb-72.5
OBJECTIVES
( CODE)
II. CONTENT Number Sense
Representing Fractions Using Number Line
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide pages 225-228
2. Learner’s Materials 219-223
pages
3. Textbook pages
4. Additional Materials from
LRMDS Portal
B. Other Learning Resources Picture. Activity sheets, graphic organizer, ppt,
number lines ,meterstick, ruler
https://www.indiamart.com/proddetail/avocado-fruits-
11932449933.html
http://weknowyourdreams.com/mango.html
https://easyscienceforkids.com/papaya/
https://www.mathworksheets4kids.com/number-
lines/fractions/
https://www.mathworksheets4kids.com/number-
lines/fractions/

III.INSTRUCTIONAL
PROCEDURE: AVERAGE LEARNERS ADVANCE LEARNERS
A. Review What fraction do the following regions and sets
represent?
1.

2.

3. 4. 5.

57
B. Establishing the purpose
of the lesson
C. Presenting Examples/
Instances of the New Lesson/
Presentation
D. Discussing New Concept
and Practicing New
Skills/Modelling
58
Today we are going to study other ways to
represent fractions.
Show a picture of papaya fruit.
Do you know why we should eat papaya fruit?
Read the TRIVIA below:
If you have never tried papaya, you are in for a
treat. This sweet tropical fruit originally came from
Mexico and Central America. Papaya is loaded
with Vitamin A and Vitamin C.
Why should we eat papaya?
Present the problem:
In an orchard, 12 papaya trees are planted
In a row. If 7 of them are ready to bear fruits.
Using number line, show the number of
Papaya plants that are ready to bear fruits.
Let us study how to use number line to show
fraction.
Let the pupils divide the line into 12 equal parts to
set up the number line.
Count 7 spaces then put a mark.
Write it in fraction form.
0 1 2 3 4 5 6 7 8 9 10 11 12 1
(Emphasize to count the spaces not the lines to
determine the fractional part.)
Study other example.
What fraction does each number line
represent?
1.
2.
 3.

4. 0 1

How do we represent fractions in the examples

E. Discussing New Concepts
and Practicing new skills No.
2 (Guided Practice)
we had?
GROUP ACTIVITY #1 Group Activity # 3
Write the fraction shown What fraction do each
marked star in the letter in the number line
number line.

represent?
1. 1
A__ B. __
5
4 5
5 5

2. Group Activity # 4
Draw a number line to
represent the fractions
below:
5
1. Where is in a
6
3.
number line?
4. 2
2. Where is in a
3
number line?

3
3. Where is in a
8
number line?
5.
GROUP ACTIVITY #2
Draw a small circle on 2
the number to show the 4. Where is in a
5
following fractions. number line?
5
5. Where is in a
6
1. ¾ number line?

2. 3/5

3. 4/10

59
F. Developing Mastery Write the fraction Fill in the blanks with
(Leads to Formative represented by the the fraction represented
Assessment 3. (Independent number line. by each number line.
Practice ) 1.

1 3 4
0
9 9 9 9 9
2.

3. 6 8 0
1
9 9 9
1 2
0
5 5 5
1 2
1
5 10 10
3 5 6 7 9
4. 10 10 10 10 10

B. Draw a number line

1
5. to represent the given
B. Draw a number line fractions below:
to represent the 1.4/5 2. 4/6
following fractions: 3. 2/8
1. 1/3
2. 2/5 4. 3/5 5. 7/10
3. 6/8
G. Finding practical Using your 1-foot ruler what fraction does the
application of concepts and length of your pencil represent?
skills in daily living Use meter stick to measure the width of teachers
table.(use cm). What fraction does it represent?

H. Making Generalization and

abstraction about the lesson In what way can we represent fraction in our
( Generalization) lesson today?
How do we represent fraction using number line ?

I. Evaluating learning Match Column A with Box the line that

Column B to represent represent the part of
fractions using number the given fraction in the
lines. Write the letter of number line.
your answer.
COLUMN A COLUMN B

1
___1. 1
3 Ex.
4

2
___2.
4
5
1.
8

60
 3
___3.
5

3
2.
5 6
___4.
9

7
___5.
8
7
3.
8

9
4.
10

1
5.
5
J. Additional activities for Draw number line to show the following fractions:
application and remediation 9 9 3 7
1. 2. 3. 4. .
12 16 10 12
11
5.
20
REMARKS
REFLECTION:
A. No. of learner who
earned 80%
B. No. of learner who
scored below 80% (
needs remediation)
C. No. of learners who have
caught up with the
lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why?
F. What difficulties did I
encounter which my
principal /supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share w/other
teacher?

61
 MATHEMATICS 3
Quarter 3 Week 2 Day 5

I. OBJECTIVES
A. A. CONTENT Demonstrates understanding of proper and
STANDARD improper, similar and dissimilar and equivalent
fractions.

B. PERFORMANCE Is able to recognize and represent proper and

STANDARD improper, similar and dissimilar and equivalent
fractions in various forms and contexts.
C. LEANING
COMPETENCIES/ Answer the summative test independently with at
OBJECTIVES least 80% PL
( CODE)
II. CONTENT Summative Test

III. LEARNING
RESOURCES
A. References:
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LRMDS Portal
B. Other Learning
Resources Table of Specification, Test papers

III.INSTRUCTIONAL
PROCEDURE:
A. Review What are the topics we discussed for the last two
weeks?
B. Establishing the Today we are going to have a summative test on
purpose of the lesson  Reading and writing fractions
 Representing fractions using regions, sets
and number lines
C. Presenting Examples/ (The teacher distributes the test papers)
Instances of the New Let us read the directions of the test. Refer to your
Lesson/ Presentation test papers.
D. Discussing New Answer the test questions.
Concept and
Practicing New
Skills/Modelling
E. Discussing New
Concepts and Practicing
new skills No. 2 (Guided
Practice)
F. Developing Mastery
(Leads to Formative

62
Assessment 3.
(Independent Practice )
G. Finding practical
application of concepts and
skills in daily living
H. Making Generalization
and abstraction about the
lesson ( Generalization)

I. Evaluating learning Checking and recording

J. Additional activities for
application and remediation
REMARKS
REFLECTION:
A. No. of learner who
earned 80%
B. No. of learner who
scored below 80% (
needs remediation)
C. No. of learners who
have caught up with
the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why
F. What difficulties did I
encounter which my
principal /supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share w/other
teacher?

63
 Table of Specification
SUMMATIVE TEST
Q3 Wk 2

Items
NUMBER OF PERCEN Number of
LEARNING COMPETENCY placement
DAYS TAGE Items
1.Reading and writing fractions that are
greater than one in symbols and in
1-5
words. 25 5
1

2. Represents fractions
using Regions
1 10 2 6-7
M3NS-IIIb-72.5

3. Representing fractions using sets 10

1 2 8-9
4. Representing fractions using number
line 1 25 5 10-14

5. Writes fractions that are equal to one 4 30 6 15-20

Total
8 100 20

64
 SUMMATIVE TEST
Q3 WK 2 D5

I.Direction: Matching Type

Match Column A with Column B to represent the given fractions. Write the
letter of your
answer.
Column A Column B

𝟓
______ 1. a.
𝟖
𝟑
______ 2. b.
𝟒

𝟏
______ 3.
𝟖
______ 4. 1

c.

𝟐
______ 5. 𝟑

d.

e.

II.A. Direction: Read each question carefully. Choose the letter of the correct
answer.

6. What part of the region are shaded?

3 2 4 5
a. 8 b. 8 c. 8 d. 8
7.What part of the region are not shaded?

8 7 6 5
a. b. c. d.
12 12 12 12

B. Direction - Represent the fractions using set.

8.2/7

9. 3/4

65
 10. 5/8

C. Draw an arrow on the number line to represent the given fraction.

11.4/5

12. 4/6

13. 2/8

14. 3/5

15. 7/10

III. Write E if the fractions are equal to one

5
______16.
5

3
______17.
9

6
______18.
5

4
______ 19.
8

3
______ 20.
3

66