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 28, 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/Objectives greater than one using regions, sets, and line.
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 morning,

lesson or presenting the ma’am.
new lesson In relation to our previous lesson,
let us try to review your previous learning
regarding fractions.
With the following illustrations, write the
fraction of each illustration.

1.

The answer is
4/8, ma’am.

The answer is
3/6, ma’am.
2.

The answer is
3. 2/4, ma’am.

Did all of you got the correct answers? Yes, ma’am!

Very good! It seems like you are all ready for

our new topic.

B. Establishing a Our topic for today will let you see different
purpose for the lesson illustrations showing fractions, and will help
 you represent fractions using these three: i.
regions, ii. sets, iii. number lines.

C. Presenting
examples/instances of Choose the letter of the correct answer. Write
the new lesson the chosen letter on a separate sheet of paper.
1. Look at the illustration. What is the (the pupils will
fraction with an X? silently answer
a. 1/2 the questions
b. 1/4 on their
c. 2/4
x papers)
d. 1/3

2. What fraction is shown by the shaded

objects?
a. 1/2
b. 2/8
c. 3/6
d. 1/4

3. What fraction is shown by the shaded

figure?
a. 2/4
b. 1/3
c. 1/4
d. 1/2

4. What fraction is shown by the number

line?
a. 1/4
b. 4/2
c. 2/4
4. 1/3

(we will check their papers afterwards)

Who got the correct answers?

 Very good, class!

(pupils who got

Are you ready
the correct
to proceed to your
answers will
new lesson?
raise their
hands)
Now let us move on to our proper discussion.

Yes, ma;am.

During the Lesson

D. Discussing new
concepts and practicing
new skills #1
A. Representing fractions using regions

Figure A.

Figure A shows 3/6, where 3

(shaded part) is called numerator and 6
(equal parts of a whole) is called
denominator;
 Figure B.

B shows 12/24, where 12 (shaded

part) as numerator and 24 (equal parts of a
whole) as denominator;

Figure C.

and figure C shows 2/5, where 2 (shaded

part) is called numerator and 5 (equal parts
of a whole) is called denominator.

B. Representing fractions using sets

There are 8 triangles in a set and 3 of

them are shaded. Thus the fraction for the
shaded part is 3/8.
 C. Representing fractions using number
lines

How many equal parts do the

3, ma’am!
number line have?
1, ma’am.
How many of the equal parts in the
number line are marked?

What fraction of the number line 1/3, ma’am.

has been marked?

Very good! your answers are all correct!

E. Discussing new Name the fraction of the shaded part.

concepts and practicing
new skills #2 1. (the pupils will
answer orally)
__________________

2.

3.
_____________
 4. ____________

5.

F. Developing Mastery . Write the fraction of each set. Write your

answer on your paper.
________1.

________2.

________3.

________4.

_________5.
 B. Write the fraction as represented by the
number line segment.

1.

_______________

2.

______________

G. Finding practical
applications of concepts
and skills in daily living A. Maria has one whole sheet of paper, she
wanted to fold it into four equal parts.
She cut one part of it.
1. In how many equal parts did Maria Four equal
fold the whole sheet of paper? parts, ma’am.
Very good! She cut the whole sheet of
paper into four equal parts.
2. How many equal parts of the paper did She cut 1 part
Maria cut? of it, ma’am.
Very good! She cut 1 part of it.
¼, ma’am.
3. What fraction of the paper did she cut?
Correct! The fraction of the paper she
cut is 1/4.

B. Ruchu divided his cake into 6 slices and

shared 3 of it with his classmates.

1. In how many equal parts did Ruchu

sliced the whole piece of cake?
 Very good! Ruchu sliced his cake into 6 He sliced his
slices. cake into 6
equal parts,
2. How many equal parts of the cake did ma’am.
Ruchu shared?
3, ma’am.
Correct! He shared 3 slices of his cake.
3/6, ma’am.
4. What fraction of the cake did he
shared?
Very good! The fraction of the cake he shared
is 3/6.

After the Lesson

H. Making
generalizations and How can fractions be represented? (pupils will
abstractions about the read the
Fractions can be represented by the use of
lesson following
regions, sets and segments.
sentences)

Numerator is the Fractions represent

equal parts of a whole or a collection. It has
“numerator” and “denominator”. Numerator
is the number of equal parts shaded.
Denominator is the number of equal parts in
a whole or collection.
It is now your turn to show a representation
of the given fractions. You may use regions,
set or number line. Use a separate sheet of
paper in doing this.
Representation Fraction

1.

2.

3.

4.
 5.

I. Evaluating learning Choose the correct fraction of the

representation. Write the letter of your
answer on a sheet of paper.
1.

A. 2/4
 B. ¾
C. 1/4

2.

A. 3/8
B. 3/6
C. 3/7

3. A. ½
B. 6/8
C. 3/10

4.

A. 6/12

B. 6/11

C. 6/10

5.

A. 7/3

B. 3/7

C. 3/5
J. Additional activities Name the fraction represented by the shaded
for application or part.
remediation
1.
__________

2.
__________

3.
__________

4.
__________

5.
_________

V. REMARKS
VI. REFLECTION
A. No. of learners who There are 26 out of 30 learners who scored 80% and above in
earned 80% in the the evaluation.
evaluation.
B. No. of learners who Out of 30 learners, there are 4 who scored below 80% that
require additional need additional activities for remediation.
activities for remediation
who scored below 80%.
Prepared by:
PEARL B, DIANSON
Student Teacher
Noted:
MICHELLE M. ABONADO
Master Teacher 1