Detailed Lesson Plan In

Mathematics 2024

I. Learning Objectives:
At the end of the lesson, the student should be able to:
Cognitive: Illustrate fraction as part of a whole, set, region and unit;
Affective : Distinguish kinds of fractions; and
Psychomotor: Solve word problems involving fractions.

 Content Standards:
Demonstrates understanding of unit fractions.
 Performance Standards:
Recognize and represent unit fractions in various forms and contexts.
 Learning Competencies:
Compares similar fractions using relation symbols.
Arranges similar fractions in increasing or decreasing order.

II. Content:
Subject Matter: Topic: The concept of a Fractions

III.Learning References:
A. Title of the Book: Teaching Mathematics in the Primary Grades
B. Other Learning Resources: https://www.studocu.com/ph/document/davao-
del-norte-state-college/mathematics/detailed-lesson-plan-in-mathematics-2-for-
demo-teaching/35311796

IV. Procedure
Teacher’s Activity Student’s Activity

A. Preliminary Activities
1. Prayer
Before we begin the class this morning, let us pray
first. Let us bow our heads, close our eyes, and put (The students will listen to the
our presence to the Almighty God. In the name of the
Father... Amen prayer.)

2. Energizer
SAMPONG MGA DALIRI ( The student join the energizer.)

3. Checking of Attendance
Among the 31 students in this class, only 16 are
present and able to attend our class today. So, 10 of (The students will clap their hands.)
your classmates could not join us, but it’s okay.
Maybe they will be able to join us next time. Let us
give a round of applause to ourselves for being
present today.

B.Review

Now, class, let us first have a short review. Last

week, the lesson in your Mathematics module was all Yes Ma’am/No Ma’am
about Fractions.

 A fraction is a part of a region or set.

 A fraction is composed of a numerator,
denominator and a fraction bar or vinculum.
 Fractions can be claassified as proper fraction,
improper fraction or mixed number.

A. Identify the fraction shown by the shaded part.

1. 1
2

2. 2
4

3. 3
6

1. 2. 3. 4.
4. 4
8

Very good! All your answers are correct! We can

now proceed to our next lesson.
 C. Motivation

Now, class. I will tell you a short and interesting

story. Before we start, I want to show you some
pictures.

Yes, Ma’am! They are called rabbits.

Do you know what kind of animals are these? Only two.

That’s correct! How many rabbits can you see? They look sad, Ma’am.

What can you observe from the two rabbits? Maybe they are sick. Maybe they
fought
Yes, we can see that they look sad. Can you guess each other.
why? Maybe they are hungry.
All your answers might be correct. We will know the
reason later. Yes, Ma’am! A Watermelon
How about this one? Do you know what this is?

That’s right! Have you tried eating watermelon?

What do watermelons taste like?
Now, I will first read this short story. Are you ready?

The Two Rabbits and the Watermelon

Once, there were two little rabbits named Anna

and Elsa. They live in a beautiful house under a tree.
One day, Anna and Elsa got tired from playing.
They felt hungry. When they looked at the table,
there was no food. They felt very sad. Anna
remembered that they planted a watermelon plant last
year, so they hopped and went to the farm.
Anna and Elsa found a big ripe watermelon. They
cut it into eight slices. Anna ate three slices while
Elsa ate five slices. They went home feeling so full
and happy! The end.

Did you enjoy the story, kids?

That’s good to hear. Who are the characters in the Yes, Ma’am!
story? Anna and Elsa.
Now, you already know why they look sad. Yes, Ma’am. Because they are
That’s right! From the story, how many slices of hungry.
watermelon are there? There are 8 slices, Ma’am.
Yes! How many slices did Anna eat? 3 slices.
Very Good! How about Elsa? How many slices did She ate 5
she eat?
Correct! Now, based on these numbers. We can
conclude that:

Anna ate 3 slices out of 8 slices of watermelon, while

Elsa ate 5 slices out of 8 slices of watermelon.

In fraction, it will be written like this:

3 5
8 8

Everyone, please read:

Anna ate 3/8 slices of watermelon. Anna ate 3/8 slices of watermelon.
Elsa ate 5/8 slices of watermelon. Elsa ate 5/8 slices of watermelon

Now, I have a question. Who ate more watermelons? It’s Elsa! She ate more watermelons
Is it Anna or Elsa? than Anna

D. Presentation

1. Activity

Before I discuss the topic, grab a piece of paper. Let

us first have an activity. After the activity, we will
check your answers. Are you ready? Yes, Ma’am!

Activity A. Compare the similar fractions using >, <,

and =.

1. 2/4 3/4
(The students will write their answers
2. 2/4 2/4 on their paper.)

3. 1/5 2/5

4. 4/8 2/8

5. 2/4 2/4
E. Discuss

Sixty wins out of 69 bouts may be written as 6

which can be read as "sixty - sixty-ninths." 9
This is an example of a fraction.

Let's have another example.

Dovie brought home a plate of rectangular banana

cake. She sliced the cake into 4 equal parts. Her son,
Jai, ate one slice of it. What part of the cake did Jai
eat?
(The students will listen.)
"What part" refers to a fraction. This means that
fraction is a part of a whole. One slice of a cake
represents one-fourth. One-fourth in symbols is

1 → numerator
__ → fraction bar
4 → denominator.

The number above the fraction bar is called

numerator. It tells the number of slices of banana
cake Jai ate.

The number below the fraction bar is called

denominator. It tells the number of equal parts into
which the whole banana cake is divided. 60

In the fraction 69 , 60 is the numerator and 69

60
is the denominator.

The fraction bar or the line that separates the

numerator from the denominator is called vinculum.
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?

F. Application

A. Write the fraction being asked in the following

problems.

For example:
Nanay Lydia bought 3 red, 5 blue and 6 white
shirts. What fraction of the shirts were red? 3
14

1. Cherie scored 17 in a 20-items test. What 3

fraction of the test did cherie answer 20
 incorrectly?
2
2. During the Liga, a friendly basketball 11
compitition among barangays, Team Bo-ok won
9 games out of 11 games that they played. What
fraction of the total games played did they lose?
31
3. The grade 3 class of Mabait Elementary School 18
has 18 boys out of 31 learners. What fraction of
the class are girls?
13
4. In a basket with 15 fruits, There are nine atis. 31
What fraction of the fruits are atis?

B. Arrange the following fractions in

ascending and descending order. When we say
ascending increasing while the desending
decreasing.

52143
66666 Ascending order: 1/6, 2/6, 3/6, 4/6,
5/6
Ascending Order:
Descending Order: 5/6, 4/6, 3/6, 2/6,
Descending Order: 1/6
G. Generalization

What have you learned today? (Students will provide their answers.)

How did you arrange the similar fractions?

What did you do? (Students will provide their answers.)

“ What part” refers to a fraction? (Students will provide their answers.)

The number above the fraction bar is called? (Students will provide their answers.)

What is called the fraction bar or the line that

separates the numetor from the denominator? (Students will provide their answers.)

H. Evaluation

A. Identifying the following as proper fraction, improper fraction or mixed number

1. 4 =
9

2. 11 =
2

3. 6 =
6

4. 7 =
3

5. 2 3 =
3

B.Answer the following.

1. Arrange 7/10, 9/10, and 5/10 in ascending order.

2. Arrange 5/9, 7/9, and 6/9 in descending order.

I. Assignment

On a clean sheet of paper, draw the corresponding representations of the following

fractions using a pie graph and color it.

1. 2/6
2. 3/6
3. 5/6
V. Remarks

This lesson on the concept of fractions was well-structured and engaging,

covering cognitive, affective, and psychomotor objectives. The teacher effectively
started the lesson with a prayer and energizer to set a positive tone for learning. The
review session provided a quick recap of previous knowledge, ensuring students were
prepared for new concepts. The motivational story about two rabbits and a
watermelon effectively introduced the topic of fractions in a relatable context,
fostering student interest and understanding. The presentation of the lesson content
was clear and scaffolded, with activities such as comparing similar fractions and
solving word problems allowing for active participation and skill-building. The
generalization phase encouraged students to reflect on their learning, promoting
deeper understanding and retention. The evaluation tasks provided opportunities for
assessment and feedback, allowing the teacher to gauge student mastery of the
objectives. Finally, the assignment of drawing representations of fractions using a pie
graph promotes application and reinforces learning outside the classroom. Overall,
this lesson effectively addresses the learning objectives and engages students in
meaningful mathematics learning.

VI. Reflection

This detailed lesson plan effectively addresses various learning objectives related
to the concept of fractions. The inclusion of cognitive, affective, and psychomotor
objectives ensures a holistic approach to learning, catering to different aspects of
student development. The use of engaging activities such as prayer, energizer, and
storytelling enhances student participation and interest in the lesson.

The review session effectively reinforces previous knowledge, setting the stage for
new learning. The motivational story about two rabbits and a watermelon serves as a
relatable context for introducing fractions, making the concept more accessible and
understandable to students. The presentation of the lesson content is clear and
structured, with examples and explanations provided to support understanding.

The activities provided, such as comparing similar fractions, solving word problems,
and arranging fractions in ascending and descending order, promote active learning
and skill-building. These activities allow students to apply their knowledge in
different contexts and develop critical thinking skills.

The generalization phase encourages students to reflect on their learning and

articulate their understanding of key concepts. The evaluation tasks provide
opportunities for assessment and feedback, allowing the teacher to gauge student
mastery of the objectives.

Overall, this lesson plan demonstrates effective instructional design and pedagogy,
promoting student engagement, understanding, and skill development in the topic of
fractions.