Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
Schools District of Estancia
ESTANCIA CENTRAL ELEMENTARY SCHOOL
Estancia, Iloilo

DETAILED LESSON PLAN IN MATH III

Most Essential Learning Competencies (MELCS)-Based

Name of Student
PEARL B. DIANSON Section SSES
Teacher
Leaning Area MATH Time 2:40-3:30 PM
Grade Level THREE Date February 23, 2023

I. OBJECTIVES
A. Content Standards Demonstrates understanding of proper and improper, similar and
dissimilar and equivalent fractions.
B. Performance Recognize and represent proper and improper, similar and
Standards dissimilar and equivalent fractions in various forms and contexts.
C. Learning Visualizes and represents fractions that are equal to one and
Competencies/Objecti greater than one using regions, sets, and line.
ves
Write for the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Learner’s Guide: Mathematics 3
2. Curriculum Guide: 46-M3NS-IIIa63
3. Teacher’s Guide pages
4. Additional Materials from Internet
B. Other Learning PowerPoint presentation
Resources
IV. PROCEDURES Pupils’
Teacher’s Activities
Before the Lesson Activities
A. Review previous Good morning, class! Good
lesson or presenting morning,
the new lesson Last three days we tackled a lesson about ma’am.
identifying odd and even numbers. Today we
will be going to learn a new set of topic.

Are you ready class?

Alright! Yes, ma’am.

B. Establishing a Our topic for today will going to help us visualize

purpose for the lesson the fractions equal to one and greater than one.

But before that who among you has the idea of

what is fraction?
(pupils will
raise their
hands)
Can you write an example of fraction on the board?
 (1 or 2
pupils will
write
examples of
Does the example they have given is correct? fractions on
the board)
Okay, let’s see.
Yes ma’am.

C. Presenting The following are the example of fractions.

examples/instances Example 1:
of the new lesson

Example 2:

What have you noticed in example number 2?

It has
Very good! drawing,
ma’am.
This example shows a visualize fraction that are
equal to one and greater than one.

During the Lesson Before we discuss about fractions equal to

D. Discussing new one and greater than one in this module, it is
concepts and
important to understand the following terms
practicing new skills
#1 used in the course of the lesson.
 Numerator - is the number above the
line in a common fraction. It tells how
many parts indicated by the
denominator are taken.
 Denominator - is the number below the
line in a common fraction. It tells how
many times the whole is being divided.

Activity 1
Below are two sets of fractions.
A
B

2 3 4 5 4 7 8 7
2 3 4 5 3 4 6 5
 What do you notice about their numerators and
denominators?
Color the set GREEN whose numerators are the same The
with the denominators. Color the set RED whose numerators
and
numerators are greater than their denominators
denominato
rs are the
So what have you noticed in set A class? same,
ma’am.

The
numerator
is greater
than the
denominato
How about in the set B? r, ma’am.

Very good, class!

E. Discussing new A. Let us visualize fractions equal to one.

concepts and
practicing new skills It is easy to determine that a given fraction is equal to
#2
one.
These are fractions that have the same numerator and
denominator.
Examples are shown below.

2 4
two-halves four-fourths
2 4

3 5
three-thirds five-fifths
3 5

Notice that each fraction above visualized a whole.

Each whole is divided according to the number of the
given denominator.
All parts are shaded because the number of its
numerator is equal to its denominator.
 B. Let us visualize fractions greater than one.

A fraction is said to be greater than one if its

numerator is greater than the denominator.
Examples are shown below.
3 7
three-halves seven-fourths
2 4

5 14
five-fourths fourteen-fifths
3 5

Notice that each fraction above visualized more than

one whole.
Each whole is divided according to the number of the
given denominator.

The total number of the shaded parts follows the

number of its numerator.

In visualizing fraction greater than one, since the

numerator is greater than the denominator just add
another whole with the same number of divided parts
until the total number of shaded parts is attained.
This time, try to work by yourself what we have
discuss in this section by answering the following
activities.

F. Developing Mastery (Learners

Write the fractions for the shaded parts and unshaded will write
parts. their
answers on
Shaded their
papers)
Unshaded
 _________
_________

_________
_________

_________
_________

_________
_________

G. Finding practical
applications of
In a fruit basket, there are 5 red apples and 5 green
concepts and skills in apples. You are task to give the same number of apples
daily living to five children. What fraction is being formed? Draw
the number of apples per plate to visualize your
fraction.
The odd
number is
23, while
the even
number is
24, ma’am.
The fraction is:
______________

Draw here:

After the Lesson

Class, how to visualize fractions that are equal to one
H. Making
generalizations and and greater than one?
abstractions about
the lesson Fractions
Very good! equal to one
when their
 We should first determine whether the fraction is numerators
and
equal or greater than one.
denominator
1. Fractions are called “fractions equal to one” s are the
when their numerators and denominators are same.
the same. While,
fractions
2. Fractions are called “fractions more than one”
more than
when their numerators are greater than their one when
denominators. their
3. Divide the whole according to the number of numerators
the given are greater
denominator. than their
denominator
To divide the whole: .
Shade the parts following the number of its
numerator.

1. If the fraction is equal to one, just divide the

whole into equal parts according to the value of the
numerator and denominator then shade all the
parts.

2. In visualizing fraction greater than one, since

the numerator is greater than the denominator just
add another whole with the same number of
divided parts until the total number of shaded parts
is attained.

I. Evaluating learning Visualize the following fractions. (Learners

will write
their
5 answers on
1. their paper)
4

7
2.
3

2
3.
2

5
4.
5
 8
5.
4
J. Additional activities Fill in the table by writing the fractions in the boxes
for application or as visualized by the figures below. Color the boxes in
remediation green for fractions equal to one and color yellow for
fractions greater than one.

4.
4.
1.

2. 5.

3.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
Prepared by:
PEARL B, DIANSON
Student Teacher
Noted:
MICHELLE M. ABONADO
Master Teacher 1