LESSON PLAN IN MATH 3

School: St. Cecilia’s College Grade Level: 3

Teacher: Carla S. Piquero, Learning Area: Mathematics

Maridel Abatayo, Venice Urdaneta,

Edesa Abello

Date : October 25, 2024

I. Objectives:

At the end of the lesson, the Grade 3 students attain the following with at least 75% level of
proficiency:

a. identify the types of fraction (proper, improper, and mixed fraction);

b. relate the significance of fraction through real life situation ; and

c. draw and shade representation of proper improper and mixed fraction.

II. Content: Types of Fraction (Proper, Improper and Mixed Number) and Converting Improper
to Mixed Number and vice versa

Resources: Mathematics for Grade 3

Other references: [Link]

[Link]

Materials:

Flashcards

Visual aids

Crayons

Marker

Long bond paper

Cardboard
III. Procedure:

a. Preliminary Activities

• Prayer

• Greetings

• Arranging of chairs

• Checking of attendance

• Classroom rules

b. Developing Activities

Drill

The learners will guess what is presented on the flashcard: if it's a whole number, they will clap
their hands twice. If it's not a whole number, they will clap their hands once."

Review

The teacher will ask the following questions:

• What was our previous lesson all about?

• What is addition?

• What is the answer of an addition?

Motivation

The teacher introduces a real-life scenario like sharing a pizza. They ask, 'Imagine you're at a
pizza party with your friends. You order a large pizza that is cut into 12 equal slices. You and
your friends decide to share 3 slices each. Afterwards, the teacher will give another example.

Activity

The learners will be divided into 2 groups. The teacher will provide each group with a long band
paper, markers, and crayons. Each group will be given a different real-life scenario involving
fractions. The learners will draw their scenario using markers and then shade it in with crayons
to represent the correct fraction.

Group 1 (scenario )- Marie is baking a cake for her birthday party. Marie cut the cake into 8
equal slices. Marie eat 2 slices, and her friend eats 3 slices. What fraction of the cake did Marie
and her friend eat together?

Answer : 5/8
 Group 2 (scenario) - Jessica and her siblings are having a snack. Her mom bakes a batch of 7
cookies. Jessica and her brother decide to eat 2 cookies each. What fraction of the cookies did
Jessica and her brother eat together?

Answer : 4/7

d. Analysis

The teacher will choose one representative from each group to answer the following questions:

Group 1:

1. What did Marie bake for her birthday party?

2. How many slices of cake did Marie and her friend eat?

3. What is your group's answer?

4. What did notice from the answer?

Group 2:

5. What did Jessica and her brother eat?

6. How many cookies did Jessica and her brother eat together?

7. How did you arrive at your answer?

8. What did you notice in your answer?

e. Abstraction

What is Fraction?

It is a part of a whole, a set and a region.

Written in the form of numerator/ denominator

Denominator - total number of equal parts the whole is divided into

Numerator - number of equal parts taken into

Vinculum - line between the numerator and denominator which means division

Examples: 3/4 7/5 1 4/7

Types of Fraction

1. Proper Fractions - the numerator is smaller than the denominator

2. Improper Fractions - the numerator is greater than the denominator

Ex. 8/3 9/4

3. Mixed Number - fractions which have two parts a whole number and a proper fraction

Ex. 1 4/5 2 1/2

Convert Improper Fractions into Mixed Number

1. Divide the numerator by the denominator.

2. Remainder becomes numerator.

3. Divisor becomes denominator.

Ex 1. Convert 13/2 to a mixed number:

- Divide: 13 ÷ 2 = 6 with a remainder of 1

- Write the mixed number: 6 1/2

Ex. 2. Convert 42/11 to a mixed number:

- Divide: 42 ÷ 11 = 3 with a remainder of 9

- Write the mixed number: 3 9/11

Convert Mixed Number into Improper Fractions:

Steps: MAC Method

1. Multiply the whole number and denominator.

2. Add the product to the numerator and the result will be the new numerator.

3. Copy the denominator.

Ex. 1. Convert 4 3/7 into improper fraction.

7x4 = 28 28+3 = 31 31/7

Ex. 2. Convert 6 2/5 into improper fraction.

5x6= 30 30+2 = 32 32/5

f. Application
The learners will be divided into three groups. The teacher will present flashcards showing
fractions (proper, improper, or mixed) to each group. Students will then identify whether the
fraction is proper, improper, or mixed and write their answer on a cardboard. After a five-second
countdown, students will raise their cardboard. The first group will get 3 points will be the
winner.

Generalization

1) What are the types of the fraction ?

2) Again, when can we say that it is a proper fraction, improper fraction, or mixed fraction ?

3) Can we used fraction in real life situation?

4) Can you give me an example that we can use fraction?

5) Do you have any questions about the fraction?

g. Evaluation

Test l : Multiple Choice (Choose the best answer)

1. Which of the following is a proper fraction?

a) 5/4

b) 3/2

c) 2/5

d) 7/7

2. Which of the following is an improper fraction?

a) 1/3

b) 4/5

c) 7/4

d) 2 1/2

3. Which of the following is a mixed number?

b) 1/4

c) 3 2/5

d) 9/9

4. What is the name of the line between the numerator and denominator in a fraction?

a) Vinculum

b) Divisor

c) Dividend

d) Factor

Test II : Conversions

Instructions: Convert the following fractions as instructed. (3 points each)

1. Convert 7/3 into a mixed number.

2. Convert 4 2/5 into an improper fraction.

VI. Assignment

Direction: Use your knowledge of fractions (proper, improper, and mixed) to solve the
following problems. Write your answers on a 1 whole sheet of paper. (1 point each)

1. Maria is given a list of fractions: 2/3, 5/4, 3/8, 7/6, and 9/9. Can you help her identify which
fractions are proper, improper, or mixed?

2. John has 15/4 cups of flour. He wants to convert this improper fraction into a mixed number.
Can you help him?

3. A teacher has 8/3 of a pizza. She wants to share it equally among her 2 friends. How can she
express the amount each friend will get as a mixed number?

4. Emma is baking cookies and needs 3 2/5 cups of sugar. What is this quantity as an improper
fraction?

5. Alex is given the fractions 4/5, 8/7, and 2 1/2. Which of these fractions are mixed numbers,
and which are proper or improper?

6. Jamie wants to convert the improper fraction 9/2 into a mixed number. Can you help him with
that?
7. Sarah has 5/4 of a yard of fabric. She wants to know how many complete yards she has. Is she
working with a proper or improper fraction?

8. Ray is looking at the fractions 3/3, 7/8, and 10/5. Can you help him identify which ones are
proper, improper, or mixed?

9. Joanna sees the mixed number 2 3/4. What is this number as an improper fraction?

10. Lila has 11/6 of a pie. Can you help her convert this improper fraction to a mixed number?

11. Is the fraction 15/15 a proper, improper, or mixed fraction? Why?

12. Max has 4 1/3 liters of juice. Can you help him express this quantity as an improper fraction?

13. Rachel wants to know if 6/5 is a proper or improper fraction. Can you explain why?

14. Tom has the fractions 3/4, 1/2, and 4/1. Can you help him identify which are proper,
improper, or mixed?

15. Claire is given the mixed number 1 1/2. What is this fraction as an improper fraction?

16. Is the fraction 8/8 a proper or improper fraction? Why or why not?

17. Leo has 2 1/4 cups of flour. Can you convert this mixed number into an improper fraction for
him?

18. Jasmine wants to know if the fraction 5/3 is a proper, improper, or mixed fraction. Can you
help her with that?

19. Ben has 3/5 of a yard of ribbon. He needs to express this as a mixed number. Can he do that?
Why or why not?

20. Emma says that the fraction 18/6 is a proper fraction. Do you think she is correct? Why or
why not?