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LESSON PLAN IN MATHEMATICS 3 - 3rd COT
LESSON PLAN IN MATHEMATICS 3 - 3rd COT
LESSON PLAN IN
MATHEMATICS GRADE – III
November 20, 2019
I. LEARNING OBJECTIVES:
Content Standard -Demonstrates understanding of proper and improper, similar
and dissimilar and equivalent fractions.
Performance Standard –Iis able to recognize and represent proper and improper,
similar and dissimilar and equivalent fractions in various forms
and contexts
Learning Competency - Visualizes, represents, and compares dissimilar fractions.
(M3NS-IIId- 77.3)
Knowledge: Visualizes, represents, and compares dissimilar fractions
Skills: Compare and write dissimilar fractions using relation symbols
Attitude: Show the value of equality
4. Drill
Class, do you want games? Yes, teacher
Ok! I need two groups. Each group will have
one representatives. Once I flash this fractions
card, you are going to tell whether the fractions
are similar or dissimilar. Each will take one step
every time you get the answers correctly.
The first pupil to reach the finish line wins.
5. Review
Class, did you still remember our lesson
yesterday? Yes, teacher
What have we studied yesterday? Our lesson yesterday was
all about the meaning of
relation symbols.
Very good! Who can review the concept
of comparing numbers? I have here some
examples.
Write ≥,≤ or = in the box.
1) 234 546 5) 626 616
2) 563 301 6) 600 + 12 642
3) 543 500 + 40 + 3 7) 530 530
4) 102 431 8) 1050 1500
6. Motivation
Alright class, I have something to tell you a short
story. One day, there were three children who had
their snacks in the canteen.
Angela = 1/8 of pie
Angelo = ¼ of pie
Renz = 1/5 of pie
Guess, who do you think ate the biggest piece? Answers may vary
B. Developmental Activities:
1. Presenting the Lesson
Class, today we will talk about visualizing,
representing and comparing dissimilar fractions.
I have here some strips of paper. You are
going to identify fractions of each strips.
(Present these strips of paper. Ask what
kind of fractions these are.)
1/2
1/3
1/4
1/5
15 ≥ 8
3 and 2
4 5
So, ¾ is greater than 2/5.
Let’s have another example.
3 ≤ 4
1 and 2
2 3
So, ½ is less than 2/3
Have the pupils compare again the pairs of fractions they have compared earlier
using the cross product method.
Did you come up with the same answers? Yes, teacher
Group Instructions:
The pupils will do the stationary activities by grouping them into 3 groups.
Each group will choose a representative to be the leader of the group. The
teacher will distribute activity sheets and let the pupils answer those given
sheets. After that, those sheets will proceed to the other group by the time they
will hear the countdown of five and that group will be the one to answer the
given activity card again. Until all groups answered all the activity cards. Now,
the teacher will conduct the so called MATH CHALLENGE with only 10 questions
based from the activity cards. Groups with 10 correct answers will be declared as
winner.
Setting of Standards
Before the activity starts, the teacher will remind the pupil’s behavior in
their group works.
STATION 1 - GROUP 1
Direction: Compare the following dissimilar fractions using ≥, ≤, = having the
same numerator
5 5
1. 8 7
1 2
2. 4 5
1 1
3. 4 8
2 2
4. 3 9
7 7
5. 8 9
STATION 2 - GROUP 2
Direction: Compare the following dissimilar fractions using ≥, ≤, = having the
same denominator.
3 1
1. 5 5
2 1
2. 3 3
2 1
3. 4 8
6 4
4. 12 12
3 2
5. 9 9
STATION 3 - GROUP 3
Direction: Use the cross product method. Then compare the following dissimilar
fractions using ≥, ≤, =
3 1
1. 4 3
4 7
2. 6 8
5 1
3. 7 2
6 1
4. 8 2
2 3
5. 4 6
b. Pair Activity
The pupil will find his/her partner. Then the teacher prepares two boxes
and 3 posts showing “greater than, less than, and equal”. Each box contains
fractions. The first partner will get each fraction in each respective boxes.
Then afterwards, flash it to their classmates. After flashing it, they must
compare the fractions by going to the respective relation symbol post. Then
another partner will come to the front to do the same activity.
c. Individual Activity
The pupil will answer the activity individually. The pupil should have 3
relation symbols each written on the paper. The teacher flashes some
fractions on the metacard. The pupils should compare the fractions by
raising their correct relation symbols once the teacher flashes the cards.
6. Application:
Direction: Use the cross product method to compare the following fractions.
5 6
1. 6 7
7 5
2. 9 7
3 6
3. 4 8
2 6
4. 3 9
7 8
5. 8 9
7. Evaluation:
Direction: Compare the dissimilar fraction using the relation symbol ≥, ≤ =
1. 4 4 6. 3 2
3 9 4 5
2. 6 9 7. 1 3
8 8 8 6
3. 1 3 8. 2 4
7 4 5 5
4. 2 3 9. 4 1
6 5 5 6
5. 3 3 10. 3 1
6 4 5 7
8. Assignment:
Direction: Compare the dissimilar fractions
1. 6 4
9 9
2. 8 3
10 5
3. 1 4
2 8
4. 5 6
8 7
5. 1 1
8 5
Prepared by:
CATHLEEN V. SIEGA
Teacher – II
Checked by: