Lesson 1: FRACTIONS: LOOKING BACK

Lesson Objectives:

At the end of the lesson, the students should be able to:

1. Demonstrate an understanding of fractions.

2. Recall types of fractions they have learned.
3. Explain how fractions operate when the unit referred to is a group or a class.

Pre-assessment (Activity No. 1)

A. Express the following as fraction of the units indicated:

1. 6 as part of a dozen - 6/12 or ½ 6. 500 pounds as part of a ton –

2. 8 weeks as part of a month – 5/8 500/1000 or ½
or ½ 7. 5 years as part of a decade –
3. 25 years as part of a century – 5/10 or ½
25/100 or ¼ 8. 6 hours as part of a day – 6/24 or
4. 2 quarts as part of a gallon – 2/4 1/4
or ½ 9. 1 inch as part of a foot – 1/12
5. 7 days as part of a week – 7/7 or 10. 5 as part of an eight-member
1 team - 5/8

B. A class is composed of 30 students. There are 20 girls and 10 boys. What fraction of
the class are girls? Boys? Ans. 20/30 or 2/3 and 10/30 or 1/3.

FRACTION

 A fraction represents a part of a whole

NUMERATOR

 Is the number above the fraction bar

 It shows how many parts of the whole are called for

DENOMINATOR

 Is the number below the fraction bar

 It shows into how many parts a whole is divided

FRACTION BAR or VINCULUM – indicates division

THREE TYPES OF FRACTIONS:

1. Proper Fractions – fractions that less that a unit (ex. ½ and ¼)

 2. Improper Fractions – fractions express equal to or greater than a unit (ex. 3/3
and 18/11)
3. Mixed Fractions – consists of whole number and a fraction (1 1/3 (read as one
and one-third)

Let’s share ideas (Activity No. 2)

1. Joey has five tools he uses in his carpentry shop. Two of the tools are hammers?
What fraction of the tools are hammers? Ans. 2/5
2. The ABM 11 A class spent P 820.00 for their party. This is 2/3 of the money they
collected. How much money did they collect? What part of the total collection
was left? How much is it? Ans. 3 times 820 divide 2 equals 1230, 1/3 & 410
3. Ceejhay sells rice to stores. She has a total of 125 cavans that she plans to
distribute to three stores. If she gives 1/5 of what she has to store A, can she
divide the remaining equally to stores B and C? How many will store A and store
B get? Ans. A- 1/5 (25), B- 50, C- 50 (125-25=100/2=50)

Lesson Summary (p.5)

Quiz (True or False-1-5)

1. T
2. F
3. T (8/5 = 1 3/5 > 7/6 = 1 1/6)
4. T (4=4)
5. F (2/3 = 0.67 > 4/8 = 0.50)