Detailed Lesson Plan

Mathematics 3

I. Objectives: At the end of the lesson, the students will be able to:
a. Identify the fraction of each set
b. Represent fraction using region, sets, and number line (M3NS-IIIb-72.5)
c. Cooperate in the class actively
II. Subject Matter: Kinds of Fraction
Reference: Enfolding Mathematics in life
Materials: cut-outs, cartolina, pictures
Values: Unity and cooperation
III. Procedure

Teacher’s Activity Student’s Activity

A. Preparatory Activities
Everybody stand and lead the prayer.
P1: Are you ready to pray classmate?

All: Yes, we are!

Let us all bow our head and feel the presence of our
Almighty Father. In the name of the father and of the son and
of the holy spirit amen.

Jesus you are good and wise I will praise you when I rise.
Hear this prayer I send, Bless my family and my friends.
Help my eyes to see All the good you send to me. Help my
ears to hear Calls for help from far and near. Help my feet to
go in the way that You will show. Help my hands to do All
things loving, kind, and true. Guard me through this day in
all I do and all I say. Amen.

Good morning, teacher.

Good morning class!
Thank you, teacher.
Take your seats.

Let’s check first your attendance.

Alright! Who is absent in Row 1? In Row 2? How

about in Row 3? And 4?

Class, before we proceed with our lesson this

Classroom |Rules
morning, I want you to know the classroom rules
for today’s lesson.  Listen carefully
 Follow direction
 Raised hand to answer
 Work quietly
 Do your best

a. Drill

Alright, let’s have a game. Group yourselves into 4.

Look under your chair and see what group you belong.

This game is called “Complete Me”. Imagine that

we are in a market specifically in a fruits section area.
Now, I prepared a basket for each group containing
different kinds of fruits. Get the fruits in the basket and
find the missing part of those fruits here at the fruits
stand, after completing the parts, post it on the board.

The first group who can finish first will be our

winner and will receive a prize.

Is that clear? Yes, Teacher cha

Are you ready class? Yes, we are!

Okay in the count of 1…2….3… GO!

Group 1
Group 1

Group 2

Group 2

Group 3
 Group 3

Group 4

Group 4

Our lesson yesterday was all about Odd and Even numbers

b. Review
Class, what was our lesson yesterday?

Even Numbers Odd Numbers

That’s right!
 So now let’s have a recap on what is Odd and 10 7
Even numbers 12 31
2 23
Answer this, let’s see if you could still remember our 8 11
lesson yesterday. 16 9
4 5
Direction: Classify the following numbers as even or
odd numbers. Write each of them in the correct
column.
10 12 11 8
7 2 9 16
31 23 5 4
Even Numbers Odd Numbers

Very Good!

Class any number that ends in 1,3,5,7 or 9 is an Odd

number, and any number that ends in 0,2,4,6, or 8 is an
Even number. P1: He sliced the cake into 4 equal parts

c. Motivation
This time, I will call 2 students to come here in
front to demonstrate something. Please observe
because later I will be asking questions. P2: He shared 1 slice of equal part.

Now, I have here a cake. I want the first student to slice

the 1 whole cake into 4 equal parts.

After slicing the cake into 4 equal parts I want the P1: I feel happy.
second student to take 2 slices of cake, 1 for you and
please give the other one to your classmate.

So, in how many equal parts did the first student slice
the cake?

Okay, good!

How many equal parts of the cake did the second

student share?

Right! Now I will ask the second student, how do you

feel after sharing the cake to your classmate? Let’s read it again altogether.
a. Identify the fraction of each set
Wonderful! b. Represent fraction using region, sets, and
number line.
In our life, it is also important to share. Because it’s c. Cooperate in the class actively
an act of kindness and there is a saying that “Sharing is
loving”.

B. Instruction/Delivery:
This morning we will tackle a new lesson, but
before that we will read first our objectives
altogether.
a. Identify the fraction of each set
b. Represent fraction using region, sets,
and number line.
c. Cooperate in the class actively

A. Activity
 Alright! This time I will group you into 3 groups.
Each group will have different task to perform and
report but before proceeding to your respective
groups these are the standards that we need to Yes, Teacher Cha
follow while doing the group activity

1. Respect each other

2. All group members should participate
3. Work as a team Group 1
4. Sharing ideas.
(Pupil’s activity)

Now, each group will choose 1 representative to

present or report their work and you only have 5
minutes to do this.

Is that clear?

Group 1
Group 2
Direction: Read and answer the word problem.

Amara bought 1 chocolate cake for her

mother’s birthday. She slices it into 8
equal parts. She decided to give 2 slices How many numbers of shaded face
of cake for her friend. How many slices masks are there? Write your answer in
the upper portion of the box. 1
of cake did she gave? Draw the cake into
parts and color the number of slices How many total numbers of face masks
given to her friend. are there? Write your answer in the
3
lower portion of the box.
Group 2
Direction: Identify the fraction of shaded parts.

How many numbers of shaded face

masks are there? Write your answer in
the upper portion of the box.

How many total numbers of face masks

are there? Write your answer in the
lower portion of the box. How many numbers of red bottles of
Covid-19 vaccines are there? Write
your answer in the upper portion of the 4
box.

How many total numbers bottles of 6

Covid-19 vaccines are there? Write
your answer in lower portion of the
box.

How many numbers of red bottles of How many numbers of hygienic

Covid-19 vaccines are there? Write alcohols are there? Write your
your answer in the upper portion of the answer in the upper portion of the
box. box. 3
How many total numbers bottles of How many total numbers of alcohols
Covid-19 vaccines are there? Write are there? Write your answer in the
your answer in lower portion of the lower portion of the box.
box.
 4

Group 3

How many numbers of hygienic

alcohols are there? Write your
answer in the upper portion of the
box.
How many numbers are there
How many total numbers of alcohols above the red line? Write your
are there? Write your answer in the answer in the upper portion of the 2
lower portion of the box. box.

Until what number is the black 3

line? Write your answer in the
Group 3 lower portion of the box.
Direction: Identify what fractions shown in the
number line.

1 2

1.

0 1 2 3
How many numbers are there above the
How many numbers are there red line? Write your answer in the upper
portion of the box. 1
above the red line? Write your
answer in the upper portion of the Until what number is the black line?
box. 2
Write your answer in the lower portion of
Until what number is the black the box.
line? Write your answer in the
lower portion of the box.

2.

0 1 2

How many numbers are there above the

red line? Write your answer in the upper
How many numbers are there above
portion of the box.
the red line? Write your answer in
Until what number is the black line? the upper portion of the box. 3
Write your answer in the lower portion of
the box. Until what number is the black line?
1 2 Write your answer in the lower 4
3
portion of the box.

3.

0 1 2 3 4

Our group task is to read and answer the word problem.

P1: The problem asked for how many slices of cake did she
How many numbers are there above gave?
the red line? Write your answer in
the upper portion of the box. P2: We draw a cake and divide it into 6 equal parts.

Until what number is the black line? We color the parts that are taken away.
Write your answer in the lower
portion of the box.
 B. Analysis

Ok time is up. Get ready now for your group

presentation. Let’s start with the group 1.

What was your task? Our task is to identify the fraction of shaded parts.

So, what is asked in the problem? We notice that there are shaded parts of each group of
pictures.

Right, what did you do? Each group of fractions are in set.

Then, what else?

Very good! Let’s give them a Good job clap 2 times.

Class the work of group 1 represents fraction using

regions. The 1 whole part of the cake are divided into
equal parts. The number of shaded parts is called the
numerator and the equal parts of the whole is called Our tasks is to identify the fraction shown by the number
denominator. line.
Cathy has 7 packs of candies with each pack
Let’s proceed to the next group. Group 2 bring it on. We noticed that there are containing
long lines 5 candies. Emylou has 5 bigger
packs of candies with each pack containing 7
What have you notice about the fraction? The lines are divided into equal parts.
candies. How many candies are the two girls
have in all?
What else?

Good job! A love clap for group 2.

The work of group 2 represents fraction using sets. As

we look at the sets of pictures there are shaded parts.
The shaded parts are called numerator and the equal
part of a whole is called denominator.

For the last group what was your task?

What have you noticed?

What else?
We noticed that from 1 whole it is divided into 8 equal parts.
Excellent! Let’s give group 3 a Powerful clap 3 times.

Class this represents fraction using number line. The There are shaded parts.
long line that you see is called number line and the
marked in the number line is called numerator. The It is called Numerator
equal part of a number line is called denominator.

I have here another example. Who can come on the It is called denominator.
board and write the fraction of this figure?

Now what have you notice about the figure?

What else? We notice that the whole is divided into equal parts

Alright! So, what do you call the shaded parts?

Correct!
And what about the equal parts of the whole?

Let’s have another example. 1,2,3,4,5,6,7, 8 and 9

There are 9 squares in a whole.

What have you notice on the picture?

Correct!

How many squares are there in all? Let’s count.

It is called Numerator

It is called denominator.

So, therefore how many squares are there in a whole?

That representation of fraction is called regions.
Very good!

Okay! I will now shade the 2 equal parts.

There are 8 triangles in a set.

So, what do you call the shaded parts?

3 of them are shaded.
Correct!
And what about the equal parts of the whole? The fraction of the shaded part is 3/8.

Very good! So, what representation of fraction is

shown in this figure?

Now, I have here another example.

How many triangles are there in this set?

How many of them are shaded? There are 9 boxes in a set.

Thus, what is the fraction of the shaded part? 4 of them are shaded.

Good job! The fraction of the shaded part is 4/9.

Let’s have another example.

That representation of fraction is called sets.
How many boxes are there in this set?

How many of them are shaded?

There are 3 equal parts in a number line.
Thus, what is the fraction of the shaded part?
There is only 1 equal part in the number line that is marked.
Very good! Class, what representation of fraction is
shown in the figure?
1/3
That’s right! Now, let’s look at this picture.
It is called numerator
1
It is called denominator

How many
0 equal parts
1 does the number
2 line have?
3

How many of the equal parts in the number line are

marked?

What fraction of the number line has been marked?

What do you call a number above the red line?

2/5
And what about the numbers below the black line?

Very good!
The representation of fraction is called number line.
I have here another example.

0 1 2 3 4 5
Who can write the fraction of this number line?

Excellent!

Class, what representation of fraction is shown in the

figure?

C. Abstraction

Now, who can come on the board to represent this

3
fraction into region? And explain your answer.
6

Another! Draw the representation of the fraction 4/8

using region. And explain your answer.

There are 10 same design houses built by the government.

Good job!

Now, let’s have another illustration. I have here a word

problem.

There are 10 same design houses

built by the government for their
housing project. Five of the houses
are red.
There are 5 red houses.
How many total numbers of same design houses are
built by the government? The colored houses are called numerator.

Right! Who can come on the board to post 10 houses

with the same designs?
The total number of houses is called denominator.

We can write it as 2/3.

This representation of fraction is called sets.

How many numbers of houses are red?

Correct!

So, let’s look at the cut-outs of houses. What do you

call the colored houses?

Very Good!

What about the total number of houses?

Great job! How can we write this in fraction?

Correct! What do you call this representation of

fraction?

I have here another representation of fraction using the

number lines.

Draw a number line that represent the fraction 2/6.

Another!

Draw a number line that represent the fraction 3/6.

Good job!

Class always remember that fractions can be

represented by the use of region, sets and number line
or segment. The number of shaded parts is called
numerator and the equal part of a whole is called
denominator.

D. Application

This time, go back to your respective groups. Each

group will receive a task card. All you have to do is
follow the instruction written in there. Select one
representative to explain your work in front.

Group 1
Direction: Represent the fraction using region.
 Janice bought 1 whole cheese cake. She
slices the cake into 3 equal part. What

Group 2
Direction: Represent the fraction using number line.

3/5 of the number of confirm positive

patient were male and ¼ were female.
What is the given fraction?

Group 3
Direction: Represent the fraction using sets.

Mariel had 5 stocks of alcohol. She gave

3 to her mother. How can you read it in 1. A
fraction?

IV. Evaluation 2. B

Direction: Choose the correct fraction of the

representation. Write the letter of your answer on a
sheet of paper.

3. A
1. A. 2/4
B. ¾
C. 1/4

2. What do you call the number of shaded parts in a

whole?
A. fraction 4. B
B. numerator
C. denominator

3. A. 2/6
B. 1/5 5. B
C. 2/7

4. What do you call the total number of equal

parts in a whole?
A. numerator
B. denominator
C. fraction
5. A. 3/8
B. 1/4
C. 3/7