Semi-Detailed Lesson Plan
For Grade 3
I. Objectives
At the end of the lesson the students will be able to:
a) Compare fractions using an illustration.
b) Compare fractions with the same denominator.
c) Apply the concept of comparing fractions in solving word problems.
II. Content and Materials:
a) Content: Comparing Fractions
b) Materials: Catolina, constraction paper, marker, tape, and 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: Patince
III. Procedure
A. Preparation
1. Review
Good morning class!
How are you today?
That’s good to hear!
Do you still remember this symbol, < , > and = ?
What do we call this symbol, < ?
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?
2. Motivation
Now, I have here set of pictures and I want you to examine them carefully. If you think
that the first picture is greater or bigger that the second picture, you will clap your hand.
On the other hand, if you think that the second picture is bigger or greater than the first
picture, you will shake your hands. Are you ready?
Let’s start.
A B
B. Lesson Proper
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. Say for example,
1 1
is of the chalkboard the same with of this book? Why?
2 2
1
Now, in your notebooks, I want you to draw a rectangle. Then, show using that
4
rectangle.
Done? It should look like this.
Then, draw another rectangle which has the same size with your first rectangle.
3
Show using that rectangle.
4
Now, let us compare these two fractions.
Which is bigger?
2 1
Now, using the same rectangles, illustrate and .
5 5
Who would like to show their illustration on the board?
Which is bigger?
3 5
Let us illustrate and .
8 8
Who would like to volunteer?
2 2
Let us have another, illustrate and .
3 3
Who would like to illustrate this on the board?
Now, which is bigger?
Let us have the summary of the fraction that we had illustrated.
1 < 3
4 4
2 > 1
5 5
3 < 5
8 8
2 = 2
3 3
C. Comparison and Abstraction
Now, what can you observe on the fractions that we have compared?
What can you say about the denominators?
What does the numerator tells us in comparing fractions with the same denominator?
D. Generalization
How are we going to compare fractions with the same denominator?
E. Application
Let us answer the following questions
3 2
1. Which is longer, a stick that is m long or a stick that is m long?
4 4
3 5
2. Joanna ate of the pizza, while James ate of the pizza. Who ate less?
8 8
IV. Evaluation
A. Compare the following fractions using an illustration.
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
V. Assignment
Answer the word problem.
1. Samantha needs the longest lace for her project. She had red, pink, and blue laces. The red
7 11 12
lace is m long, the pink lace is m long and the blue lace is m long. Which lace
12 12 12
should she use? Why?
