A Detailed Lesson Plan

In Mathematics V

I. Objectives

Given several examples, the grade 5 pupils will be able to do the following with at least 80%
proficiency:

a. compare fractions using an illustration;

b. compare fractions with the same denominator and;
c. apply the concept of comparing fractions in solving word problems.

II. Content and Materials:

a. Content: Comparing Fractions

b. Materials: DLP, Pictures
c. References: Bandejas, Joemarie A, et.al, Phoenix Math for the 21 st Century
Learners;2016, pp. 86-92
Wright, Amelia C, et.al, Math for Life Teachers Resource Materials;
2013, pp. 76-79
d. Values Integration: Patience

III. Procedure

Teacher’s Activity Pupils Activity

A. Procedure
1. Prayer
2. Review
Good morning class!  Good morning sir.
How are you today?  We are great sir.
That’s good to here!
Do you still remember this symbols,
 Yes sir.
< , > and = ?
Let’s try if you really remember.
 Sir, that symbol is lesser than
What do we call this symbol, < ?
symbol.
Nice!
 That is the greater than symbol sir.
How about this, >?
How about this symbol,=?
If I will compare 5 to 18, what
symbol will I use?
If I will compare 10 to 9, what
symbol will I use?
How about if I compare 100 to 100,
what symbol will I use?
Excelent!
 Sir, it is the equal symbol.
 Sir, the symbol should be use is
lesser than or <.
 We use the greater than symbol sir
or >.
 It’s the equal or = symbol sir.

3. Motivation
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 clap your
hands. On the other hand, if you
think that the second picture is
bigger or greater than the first
 Yes sir we are ready.
picture,you will shake your hands.
Are you ready?
Lets start.

A B
 Pupils clap their hands.

 Pupils clap their hands.

 Pupils clap their hands.

  Pupils shake their hands.

 Pupils shake their hands.

 Pupils shake their hands.

 Pupils shake their hands.

 Pupils shake their hands.

B. Lesson Proper
1. Presentation

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.
1
Say for example, is of the  No sir because chalkboard is
2
1 different from the book.
chalkboard the same with of this
2
book? Why?

That’s right.

Now, in your notebooks, I want you

1  The pupils draw rectangle showing
to draw a rectangle. Then, show ¼ on their notes
4
using that rectangle.  Yes sir.
Done?
It should look like this.

Then, draw another rectangle which

has the same size with your first
rectangle.
3  The pupils draw another rectangle
Show using that rectangle. showing ¾.
4

Now, let us compare these two

fractions.
1 3
4 4

 Sir, ¾ is bigger than 1/4

Which is bigger?
Now, using the same rectangles,
2 1  Sir!
illustrate and .
5 5
Who would like to show their
 2/5 is bigger than 1/5 sir.
illustration on the board?

Yes _______.
Which is bigger?
 Sir!
Correct!
 5/8 is bigger than 3/8 sir.
3 5
Let us illustrate and .
8 8
Who would like to volunteer?
Yes ______.
Which is bigger?
Correct!  Sir!
2
Let us have another, illustrate and
3
2  Sir they are the same
.
3
 Who would like to illustrate this on
the board?
Yes ________.
Now which is bigger?

Great!

Let us have the summary of the

fractions that we had illustrated.
1 3
 <
4 4

2 1
 >
5 5
 Some fractions numerator are
3 5 bigger and some are smaller.
 <
8 8

2 2  Each of the compared fractions has

 = the same denominator sir?
3 3

C. Comparison and Abstraction

Now, what can you observe on the fractions
that we have compared?  Sir, the bigger the numerator is the
greater.
Ok. Good
What else? What can you say about their
denominators?

That’s right!  Sir, we can compare fractions with

What does the numerator tell us in the same denominator by just
comparing fractions with same comparing their numerator, the
bigger numerator is the greater.
denominator?

Excellent!

D. Generalization
How are we going to compare fractions with
the same denominator?

 The pupils read the guidelines and

form a group of six.

E. Application
Activity
Now, let us test your skill in comparing
fractions. I want you to group into six and
choose your leader but before that what are
the guidelines that we should follow when
having a group activity?

Everybody read?

Guidelines for Effective Group Work

- Respect each other’s ideas
- Respect the other group members
- Don’t interrupt each other
- Everyone’s opinion should count
- Be honest with each other
- Be patience and work quietly.

This is your task. I have here a set of

problems inside the box. Your leader will
pick 1 question. Before let us read the
instruction.
Read and analyse the problem carefully.
Compare them using the symbol <,> or =.
Show your solution on the board
The first group to answer the problem will
get their prize on the pocket corresponds to
the number of the given question.

3
1. Joanna ate of the pizza, while James
8
5
ate of the pizza. Who ate less?
8
2. Peter and Bryan was thirsty and they
need to drink water. Peter drink 4/5 glass
of water and Bryan drink 3/5 glass of
water. Who drink more water?
3. On the class election Jugz and Teddy are
running for the class president. Jugz got
5/8 of the class votes while Teddy got
3/8 of the vote. Who won as the class
president?
4. Keiko has 3/5 of an apple. She has 4/5 of
an orange. What fruit is more than the
other?
 5. For homework, Rosa is supposed to read
3/ 4 of a chapter of Math and 2/4 of a
chapter of science. Which fraction is
smaller?
6. Emilio has completed 7/11 of his
homework. Jenny has completed 5/11 of
her homework. Who has completed more
homework?

IV. EVALUATION

A. Compare the following fractions using illustration.

Ex.
1/8 5/8
Answer:

1 2
1.
3 3
5 1
2.
6 6
7 8
3.
10 10

B. Compare the given fractions. Use <, >, or =.

2 5
1.
20 20

9 3
2.
10 10

7 7
3.
35 35
11 10
4.
39 39

21 27
5.
28 28
C. Answer the following problem.
1. Samantha needs the longest lace for her project. She has red, pink and blue laces. The
7 11 12
red lace is m long. The pink lace is m long and the blue lace is m long.
12 12 12
Which lace should she use? Why?

V. Assignment
A. Compare and illustrate the following fractions using the symbol, <, >, =.

1. 2/5 3/5

2. 4/9 6/9

3. 2/2 1/2

4. 6/10 6/10

5. 7/8 9/8

B. Analyse and answer the problem.

3 2
1. Which is longer, a stick that ism long or a stick that is m long?
4 4
2. Joey run ½ km while Kelvin run 11/2 km. Who runs farther?
3. Mother bought buko pie. I ate 2/4 of it and give 2/4 to my sister. Who ate more?