Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in the Province of Zamboanga del Norte
COLLEGE OF EDUCATION
Bolicon, Turno, Dipolog City
Province of Zamboanga Del Norte

DETAILED LESSON PLAN IN MATHEMATICS 3

Student Teacher:
Cooperating Teacher:
Date of Demo Teaching:

I. OBJECTIVES
At the end of the lesson, pupils are expected to:
 Define equivalent fraction;
 Identify the equivalent and non-equivalent fractions; and
 Draw the given fraction.

II. SUBJECT MATTER

Topic: VISUALIZING AND GENERATING EQUIVALENT FRACTION

Materials: Cartolina, marker pen, scatch tape, laptop, worksheets, and TV
Reference: Mathematics Quarter 3 – Module 3
Value focus: Cooperation and appreciation

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS ACTIVITY

A. Preliminary Activities

A wonderful afternoon, class!  Good afternoon, Teacher May!

Everyone stand up and I want you to  (Pupils responded)

shake your whole body and say “ha!”

Again say, “Ho-Ha!”  (Pupils responded)

You may now take your sit.

Before we begin for today’s lesson, we
will have classroom rules that all of you
should follow until the end of our
lesson.

Classroom rules:

1. Avoid talking to your seatmate.

2. Listen when your teacher is
talking.
3. Raise your hand if you want to
speak or stand.
4. Follow directions quickly.
5. Keep quiet if the teacher raised
her fists.  Yes, Teacher May!
Does everyone agree?
Very good then.

B. Motivation

SCAVENGER HUNT
 Yes, teacher.
Class, are you familiar with the game
scavenger hunt?

That is good to hear that all of you know

it.

This time class, everyone must

cooperate our scavenger hunt. Around  (Pupils nodded)
the corners of the room there are 8 green
and 8 pink envelopes. Inside the
envelopes there are pictures that you
need to paste here in the whiteboard.

In the left is for the green envelopes and

on the right side is for the pink
envelopes.

If all of the green envelopes are found

same as the pink envelopes, I want all of
you should solve the picture puzzle.

I will only give the class one minute to

hunt the envelopes.

Puzzled Pictures:

Since, 1 minute is over, everyone must

settle down already.

Now, on the left side of the whiteboard,

what pictures did you formed?
 A huge pizza, Teacher!
Yes, it is a huge pizza.

How about the right side, what picture

did you formed?
 A cake, teacher!
Yes, it is a huge piece of cake.

Now class, what did you notice on the

pizza?  Missing two slides, teacher.

Very good! It has missing two sliced

pizzas.

How about the cake, Genrhued? What

did you notice?  It has one missing slice of cake,
teacher.
Correct, it has missing 1 slice.

Now from the missing slices, we will

form it into fraction form starting from
the pizza.

If the pizza has two missing slices out of

8 slices, what is the fraction form?

Yes, Ezekiel?
 2/8
Very good! The fraction form is 2/8.

If the fraction form of the pizza is 2/8,

how about the cake? There are 1 missing
slice out of 4, what is the fraction form
of it?

Yes, Sophie?
 ¼
Very good! It is ¼.

The fractions on each illustration are 2/8

and ¼.

If we try to reduce 2/8 to its simplest

fraction form what is the answer, Liana?
 I think ¼, teacher.
Correct it is ¼.

Now that the fraction form of the cake is

reduce into ¼ and the cake has a fraction
form of ¼, what are these fractions
called?

Yes, Sybil?

Very good! Equivalent fractions.  The two fractions are

equivalent, teacher.
Indeed, they are the same in terms of
their parts taken, and this is what we call
equivalent fractions.

C. Presentation

This afternoon class, we are going to

discuss Visualizing and Generating
Equivalent Fractions.

At the end of the lesson, all of you are

expected to:
 Define equivalent fraction;
 Identify the equivalent and non-
equivalent fractions; and
 Draw the given fraction.

D. Discussion

What is the meaning of equivalent

fractions?

Brizon, kindly stand up and read.

 Equivalent Fractions are

fractions with the same value.
They show the same fractional
Let’s us try to dive in with this example: part.

Ben and Jack were KAB Scouts and

were working together on their art
project. Ben colored 2/8 of the square,
while Jack colored 1/4 of another
square of the same size. Jack told Ben
that he colored more parts and had a
bigger fraction. Ben said that they just
had equal parts. Who was right?

Why was Ben and Jack busy?

Yes, Mirabella?

Correct, because they were making their  Because they are making their
project. projects

How many parts were colored by Ben?

Yes, Jireh?  2 parts, teacher

Very good.

In Jack, how many parts did he colored?

Yes, Nathaniel?

Correct.  Only 1 teacher

Jack told Ben that he colored more parts

and had a bigger fraction. Ben said that
they just had equal parts. Is Ben right?

Let’s find it out

together class if Ben
is right.
What is the fraction form of Ben’s
Project, class?
 (Pupils responded)

How about Jack’s project? What is the

fraction form?
 (Pupils responded)
How can you be sure that the two equal
parts are equal? Does anybody in the
class has an idea?  (Pupils responded)

We will try to the Cross Product

Method.

21
84

What’s 2 x 4, class?
 8, teacher
How about 1 x 8?  8 again teacher

If the product of 4 and 2 is the same

with the product of 1 and 8, then the two
are equivalent fractions.

Therefore, Ben is correct. Ben and Jack

have the same equal parts.

Now, let us try another example.

I want all of you to observe these
fractions with illustrations class.  (Pupils are observing)

2 4 8
= =
3 6 12

What have you noticed with these

fractions class?  (Pupils responded)

What will we apply in order to get the

4/6 and 8/12?

Yes, Francine?
 I think multiplication teacher
Very good! It is by applying
multiplication.

Do all of you agree that these are

equivalent fractions?
 (Pupils responded)
Now let us try to look at the number
chart of equivalent fractions.

What will we multiply so we can get

4/6, class?
 (Pupils responded)
Very good, class! We will use the whole
number 2.

The reason why they are equivalent

fractions is because when you multiply
both the numerator and denominator of
each fraction by the same number, the
fraction doesn’t change.

Let us try to multiply for us to check if

these are equivalent fractions.

22 4
=
32 6

42 8
=
6 2 12

Do all of you understand how to get the

equivalent fraction by using
multiplication, class?
 (Pupils responded)
Good to hear.

Let’s try to solve this in your own

whiteboard.

 (Pupils cooperated)

I will give you 1 minute and 30 seconds Possible answer: 4/4

to answer.

(Countdown…)

Whiteboards up!

Now, let us try to check if you answers

are correct.

(Checking…..)

Wow! Almost all of you got the correct

answer.  (Pupils cooperated)

Now class, who among here agrees if

we can also find the fractions are
equivalent by using division?
 12 6 3 1  (Pupils responded)
= , ,
36 18 9 3

How can we get 3/9 as equivalent to

12/36?

What number will we use to divide in

order to get 3/9 that is equivalent to
12/36?, class?  Division, teacher

Let us try to check:

12 4 3  Maybe 4, teacher!
=
36 4 9

Therefore, 12/36 and 3/9 are equivalent

fractions.

Remember class, to generate fractions

equivalent to a given fraction, we can
either multiply or divide both the
numerator and denominator of the given
fraction by the same whole number.

This time class, let’s try division. Get

your whiteboards again and try to solve
this. I will only give you 1 minute and
30 seconds to answer.

 (Pupils cooperated)

(Countdown…)
Possible answer: 7/7
Whiteboards up!

Now, let us try to check if you answers

are correct.
(Checking…..)

Very good again, since all of you got the

correct answers.

 (Pupils cooperated)
E. Generalization

Are all of you still with me, class?

Good to hear!

What are the two operations can we

used to find the equivalent fractions or  Yes, Teacher!
to check if these are equivalent
fractions?

Yes, Ezekiel?

Very good!

What method in multiplication will we  Multiply and division, teacher

use in finding out if the 2 fractions are
equivalent?

Yes, Mateo?

Correct!

True or false, should we multiply or  Cross Product Method,

divide the fraction using the same teacher
number in numerator and denominator?

Yes, Kendra?

Excellent! It is true.

F. Application  True, teacher!

The class will be grouped into 4. Each
group will receive a box with different
activities. I will only give 5 minutes for
each group to answer.

Kindly read the direction, Jireh.  (Pupils cooperating)

Direction: Find in the box the

equivalent fractions of each given
fractions.

Possible answers:
The group that is silent will receive a
plus 5 points. 1. 25/30, 10/12, 20/24
2. 3/6, 4/8, 5/10, 6/12, 7/14
But before anything else, you will be
graded according to the rubrics.
 Are you all ready?

Now, go to your groups silently.

IV. EVALUATION
Part 1. Directions: Read each item carefully. Choose the letter of the best answer. Write it on the
space provided before the number.
Part 2. Directions: Write in the numerators and denominators of the equivalent fractions shown.
Reference: https://www.k5learning.com/worksheets/math/grade-3-identify-equivalent-fractions.gif

V. ASSIGNMENT
Part 1. Write your answer in the boxes provided each number.

Name: ________________ Grade and Section: _____________

Part 2. Find the missing numbers to complete the equivalent fractions.

Reference: stepbystep-multiplication1.pdf (mathworksheets4kids.com)

RUBRICS FOR ACTIVITY
EVALUATION ANSWER KEY: