Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Zambales
District of Palauig
LIOZON ELEMENTARY SCHOOL

DETAILED LESSON PLAN

IN
MATHEMATICS III

“EQUIVALENT
FRACTIONS ”

Prepared by:

MARIA FE E. SERRANO
Teacher III

Noted:

MARIO V. APOSTOL
Principal II
I. Content standard
- The learner demonstrates understanding of proper and improper, similar and
dissimilar and equivalent fractions.

II. Performance standard

- The learner is able to recognize and represent proper and improper, similar
and dissimilar and equivalent fractions in various forms and contexts.

III. Objectives
After the lesson, students are expected to:
a. Visualize and generate equivalent fractions.
b. Be helpful and responsible.
c. Give and write the equivalent fractions of the given fractions.

IV. Subject Matter

Topic: Equivalent Fractions
References: Mathematics 3 pp. 246 – 250
Most Essential Learning Competencies in Mathematics III
M1NS-la-1.1 - (Page 292 - 298)
Materials: laptop, television, flashcards, pictures, power point, real objects

V. Procedure
Student’s Activity Teacher’s Activity

Preparatory Activity
● Prayer
Children, will you please stand for the
prayer. The teacher and the pupils are
praying together.)
In the name of the father and of the Son,
and of the Holy Spirit. Amen.

● Greetings
Good Morning Class! Good Morning, Tr. Fe!

How are you today? We’re all fine teacher.

A. Checking of Attendance
Let me check who are absent from the
group. May I call on the leader of each
group to report? Nobody is absent today teacher. .

That's great! First and foremost, What are

the rules that we have established in our
classroom.? Can you enumerate them one (the pupils are enumerating rules in
by one? the classroom.)
- Listen attentively to the
teacher.
- Raise your hand if you want
 to answer.
- Sit up straight
- Always cooperate to your
group.

Did you understand our rule? Yes teacher.

B. Drill

Kids, I have here five egg pies and

each eggpie has a designated fraction. Tell
wether the fractions are Proper or Improper
Fractions, then post it in proper column.

Are you ready class? Yes teacher.

The teacher will call 5 pupils, one by one.

1/5 9/6
5/9 10/8
3/7
Very good!
 C. Review of the past lesson

Children, do you still remember the lesson

that we have talked about yesterday?

What was our lesson yesterday? Yes teacher.

Our lesson yesterday was all about

COMPARING of FRACTIONS.
Great!
I have here again some activity for you to
be done.

In comparing of fractions we used the

symbols > ( greater than), < ( less than)
and = ( equal sign).Give the correct symbol
for each number.

1. 1 1
2 4

2. 2 5
4 10

3. 3 4
8 5

4. 5 6
9 10

5. 7 6
10 9

(The pupils will compare the given

fractions one by one by using cross
multiplicarion.)
1. >
2. =
3. <
4. <
5. >

Very Good! Now everyone knows how to

compare fractions.
Yes teacher.

Great! You really understood our previous

lesson.
 D. Motivation
Before we move on to our new lesson, I'd
like to ask you a question.

Class, let me know what is your favorite

snacks?

Tr. Fe our favorites snacks are:

Spaghetti,
Sandwich
Turon
Lugaw, etc.

Okey very good! Class do you want to Yes teacher.

have a free snacks?

Beacause you are all very good yesterday,

Tr. Fe brought a snacks for you and it will
help us in our lesson for today. Do you ( The pupil’s are guessing the snacks
know what is it? brought by teacher. )

Yes! It is a PIZZA! Yes teacher.

Do you want it?

So may I call on here in front Aeros and

Noela, to do what Tr. Fe says, then tell to
the class the fraction for each pizza.

( Aeros & Noela eat some parts of the

pizza pie. )

Aeros’ pizza -

Noela’s pizza -

What is the fraction for the 1st pizza? Teacher 1/4 for the 1st pizza
2nd pizza? Teacher 2/8 for the 2nd pizza

Are the two pizza equal to each other?

Today class we are going to discuss the

EQUIVALENT FRACTIONS.
E. Presentation

Class we can form different figures from

the two pizza.

1. Aeros pizza was cut into four. How

many fourths are formed? ________ Teacher , Aeros pizza has 4 fourths.

What fraction represents the eaten part? Teacher 1/4 ( one – fourth)
________

2. Noela’s pizza was divided into eight.

Count the total number of parts. How
many parts are eaten? _________ Teacher, Noela’s pizza has 8 parts
and 2 parts were eaten.

What fraction represents the eaten parts? Teacher 2/8.( two – eights )
__________

Fractions like ½ and 2/4 show the same

fractional part. There fractions have the
same value. Fractions that have the same
value are called EQUIVALENT
FRACTIONS.

EQUIVALENT FRACTIONS are

fractions that describe the same part of a
region or set. They have the same value
but different numerators and denominators.

To determine if two fractions are

equivalent fractions we use the cross
product method. If their cross products are
the same, then the 2 fractions are
equivalent.

Example:

4 4
1 2
2 4

1x4 =4
2x2 =4

1 2
2 4
To generate and to get the equivalent
fractions of a given fraction, we can either
multiply the numerator and the
denominator by the same number.

Example:

1 1 x 2=2 1 x 3=3
2 2 x 2=4 2 x 3=6

1 x 4=4
2 x 4=8

1 2 3 4
2 4 6 8

Another example:

2 2 x 2=4 2 x 3=6
3 3 x 2=6 3 x 3=9

2 x 4=8
3 x 4 =12

2 4 6 8
3 4 6 12

To simplify a fraction, divide the

numerator and denominator by their GCF.
Example:

12 12 ÷2= 6 12 ÷ 3= 4
24 24 ÷2= 12 24÷ 3= 8

12 ÷ 4= 3
24 ÷ 4= 6

12 6 4 3
24 12 8 6

F. Another examples
I have prepared an activity related to our
lesson?

Direction: Give the equivalent fractions of

the given figures below.
Children compare the given fractions.
1.

2 1
8 4

2.

3 6
5 10

3.

3
4 6
8

4.

1 2
3 6

5.

3 2
3 2

G. Practice Skills

This time I will group you into 3 groups

and each group will do the following.

Direction: Look at the given fractions.

Give atleast 3 equivalent fractions for each
number. Do the activity in 10 minutes.
 VI. Evaluation
Direction: Encircle the equivalent fractions in each group.

1. 4 , 6 , 8 2. 6 , 4 , 3 3. 1 , 3 , 6
5 8 10 14 8 7 3 9 8

4. 5 , 15 , 10 5. 4 , 6 , 8 6. 2 , 6 , 4
6 18 18 18 27 36 3 9 10

VII. Assignment
Direction: Complete the pattern by giving three more equivalent fractions for each
number.

1. 1 , 2 , 3 2. 1 , 2 , 3
2 4 6 3 6 9

3. 1 , 2 , 3 4. 1 , 2 , 3
4 8 12 5 10 15

5. 1 , 2 , 3
10 20 30

NAME: __________________________________________________________________
Grade & Section: ________________________________________

Direction: Encircle the equivalent fractions in each group.

1. 4 , 6 , 8 2. 6 , 4 , 3 3. 1 , 3 , 6
5 8 10 14 8 7 3 9 8

4. 5 , 15 , 10 5. 4 , 6 , 8 6. 2 , 6 , 4
6 18 18 18 27 36 3 9 10

NAME: __________________________________________________________________
Grade & Section: ________________________________________

Direction: Encircle the equivalent fractions in each group.

 1. 4 , 6 , 8 2. 6 , 4 , 3 3. 1 , 3 , 6
5 8 10 14 8 7 3 9 8

4. 5 , 15 , 10 5. 4 , 6 , 8 6. 2 , 6 , 4
6 18 18 18 27 36 3 9 10

NAME: __________________________________________________________________
Grade & Section: ________________________________________

Direction: Encircle the equivalent fractions in each group.

1. 4 , 6 , 8 2. 6 , 4 , 3 3. 1 , 3 , 6
5 8 10 14 8 7 3 9 8

4. 5 , 15 , 10 5. 4 , 6 , 8 6. 2 , 6 , 4
6 18 18 18 27 36 3 9 10