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DETAILED LESSON PLAN

OF
CONCEPT OF A FRACTION

SUBMITTED BY:
CHARL LHEONY D. MARTINEZ
SHEILA JANE JOVEN
DETAILED LESSON PLAN
I. Objectives
At the end of the discussion the students are able to:
1. Illustrate the fraction as part of a whole, set, region and unit
2. Show cooperation in distinguishing kinds of fraction
3. Solve word problems involving fractions

II. Subject Matter


1. Topic: The Concept of a Fraction
2. IMs: Charts, Projector, Laptop, Flashcards, Speaker
3. References: Teaching Mathematics in the Primary Grades p. 28-33

III. Procedure

A. Preparatory Activity
1. Drill (The class will have a game)

T: Do you want a game class?


S: Yes, we do
T: Let’s have a game! I will group you into
two groups and each group should have
one representative to answer what is
shown in the cards. The group that will
get a high score will be declared as
winner and will be given a prize later. Are
we clear?
S: Yes, teacher!

6-1=? 5
10-9=? 1
18-10=? 8
2-2=? 0
6-2=? 4

T: So our winner for this game is the


group #. Let’s give them 5 claps
S: (5 claps)

2. Review (Check-up of Assignment)

T: Let’s answer together the assignment.

Find the Quotient.


100÷5=?
21÷7=? 20
1000÷100=? 3
36÷6=? 10
9÷9=? 6
1
T: Very Good everyone. Let’s give
ourselves 6 claps (Clap)
B. Developmental Activities
1. Motivation (The teacher will ask the
students after the game)

T: Let’s have another game class. Same


group So we have here cut out papers.
What you’re going to do is to form these
cut out papers into what it really is. The
first group who’s gonna finish it early will
be declared as winner. Are we clear?
S: Yes, we are
T: So the winner is the Group __. Let’s
give them 7 claps.
S Claps
T: So class what picture is formed here?
S: A pizza
T: How many of you got to eat pizza
class?
S: (All hands up)
T: What can you say about pizza?
S: It’s delicious teacher
T: How many slices of pizza do you have
that time?
S: 8 slices of pizza teacher
T: Ok Thank You! You may sit down now

2. Presentation of the lesson

T: Based from our activity, what do you


think is our lesson today?
S: Getting something from a certain thing
T: Yes, that could be. So our lesson for
today is about the Concept of a Fraction.

3. Setting of standards (The class will have


an agreement)

T: But before we’ll proceed to our lesson,


let’s first have our ground rules. What
should you do if the teacher is discussing
in front?
S: Listen carefully to the teacher.
Raise hand to speak or stand teacher.
Follow directions quickly and cooperate to
the class activities.
T: What would be the consequence if the
teacher caught you chit-chatting with
your seatmate?
S: Will answer a question or a problem in the
board teacher.
T: So it’s our agreement then. Can I
expect that to all of you?
S: Yes, you can teacher

4. Discussion (The teacher will share a story)

T: Ok let’s talk more about pizza class. I


have a story about one boy who bought a
box of pizza. That boy is named Earl. Earl
ordered a box of pizza for him and his 5
siblings to eat. When the pizza arrived, he
began to open the box and sliced it into
equal parts

This pizza is a whole. Since there


were 6 of them,

Earl divide the pizza into 6 equal


parts.

One out of these six parts can be


expressed as 1/6 one sixth

Let’s see to it that Earl ate two slice of


pizza. What part of pizza did Earl eat?
S: Two out of six slices of pizza 2/6
T: Very Good!... 1/6 and 2/6 are called
fractions.
Part

Fractions express a part of


a whole
Fraction line/ vinculum

Whole

1 number above the line is called numerator


6 number below the line is called denominator

T: Fractions could also be used to identify


part of the set. Example: In a box, there
are 5 marbles. Two marbles are black.
What part of the marbles is black?
S: 2 out of 5 marbles are black
T: Very Good! In this example, 2 is
numerator and 5 is the denominator.
Fractions can be classified as proper,
improper and mixed number.

A proper fraction is a fraction whose


value is less than 1. Its numerator is less
than its denominator. ½ and 2/5 are
proper fractions.
Who can give me another example of a
proper fraction?
S: 5/10
T: Very Good!
S: What about 11/3 teacher?
T: 11/3 is an example of improper fraction.
When we say improper fraction, it is a
fraction whose value is equal to or greater
than 1. Its numerator is equal to or
greater than its denominator. Like 11/3 or
5/5

Another classification of a fraction is


mixed number. It is composed of a whole
number and a fraction part such as 1 7/9
and 4 3/5.

Do you have questions regarding our topic


class?
S: None

5. Generalization

T: OK, Let’s recall.


What is a fraction and what compose a A fraction is a part of a region or a set. It is
fraction? composed of a numerator, denominator
S: and a fraction bar or vinculum.

Yes, it is
T:_______ is the answer of ______ correct?
S: A fraction is a part of a region or a set. It is
T: What is a fraction again? composed of a numerator, denominator
S: and a fraction bar or vinculum.

Fractions can be classified as proper,


T: What are the classifications of a fraction improper and mixed numbers.
class?
S:
T: Ok since you already know about
fractions copy this.

6. Application (Group Activity)

T: Are you done? Let’s have a game. Same


group. Identify the following as proper
fraction, improper fraction or mixed
number. Write your answer in the Manila
Paper and paste it on the board. The
group who will get the highest score will
be the winner. You’ll be given 2 minutes
to finish the task.

(After 2 minutes) Ok time is up. Let’s


check!

4/9 is? Proper Fraction


11/2 is? Improper Fraction
1 1/7 is? Mixed Number
6/6 is? Improper Fraction
7/3 is? Improper fraction

All groups got perfect! What is the very


reason that the two groups are able to
finish the activity on time and got it all
correct?
S: The very reason we got to finish it on time
is the cooperation and unity of each of us
T: When there’s cooperation and unity
between each of us we can do things
quickly and peacefully. Let’s give
ourselves 10 claps

IV. Assessment (Individual Activity)

Direction: Identify the fraction shown in the screen by the shaded part

5/10 ½ 2/6 4/4

V. Assignment

Direction: Color the part of the set to show the given fractions

1. 3/6

2. 2/5

3. 1/4

4. 6/6

5. 1/3