Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
STO. TOMAS EAST DISTRICT
MAGUINTALUNAN INTEGRATED SCHOOL
DepEd Order No. 42, s. 2016
SCHOOL: MAGUINTALUNAN INTEGRATED SCHOOL GRADE/SECTION: 3-RIZAL
TEACHER: DIANNE O. CATUBIGAN SUBJECT: MATHEMATICS 3
Teaching Date
FEBRUARY 13, 2024 – 8:10-9:00 A.M. QUARTER: 3rd QUARTER
and Time:
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of proper and improper,
similar and dissimilar and equivalent fractions.
The learner is able to recognize and represent proper and
B. Performance Standard
improper, similar and dissimilar and equivalent fractions in
various forms and contexts.
C. Learning Competency/Objectives Reads and writes fractions that are equal to one and greater
than one in symbols and in words. (M3NS-IIIb-76.3)
Write the LC code for each.
Knowledge: Identify fractions equal to one and greater than one
Skill: Read and write fractions equal to one and greater than one
Attitude: Practice the habit of sharing.
II. CONTENT Visualizing Fractions Equal to One and Greater than One
III. LEARNING RESOURCES
A. References
1) Teacher’s Guide pages MELCs – Mathematics 3 – q3, p. 208
2) Learner’s Materials pages Mathematics Quarter 3 – Module 2a: Visualizing Fractions Equal
to One and Greater than One
3) Textbook pages
4) Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource -Laptop, TV Screen, Power Point presentation, Activity Sheets,
Illustration of fractions less than one, cake/pizza model, cut-outs
of figures, number lines.
C. Learning across curriculum: 1. English – abbreviation of equal to one and more than one
2. ESP - Emphasizing respect to others and sharing what we
have.
3. Arts – proper color
4. SPED – Hand Gestures
IV. PROCEDURES
Before the lesson
A. Drill: Let the pupils give the fractions for the shaded parts and
unshaded parts. Write their answer on the board.
Comparing numbers shown in the PPT
B. Review (5 mins.) Compare the numbers using equal to, less than, and more than
1. 90 > 10 4. 15 > 4
2. 31 = 31 5. 9 < 51
3. 27 = 27
C. Motivation (5 mins) Show the following figures…
Into how many parts in figure A divided? Figure B? Figure C?
What fractional parts are shaded?
What do you call the fractions 2/2, 4/4, 8/8?
What do you notice about their numerator and
denominator?
During the Lesson:
Presenting examples/Instances of the
Let us visualize fractions equal to one.
new lesson (10 minutes) Below are the examples of fractions equal to one. Observe the
numerator and denominator of the given fractions.
Let us visualize fractions greater than one.
Below are the examples of fractions greater than one. Observe
the numerator and denominator of the given fractions.
A. Activity (10 minutes)
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Activity Proper
Instructions:
1. Divide the class into 3 groups.
2. Give each group the activity folders/instructions.
3. Set a timer for a specific amount of time (5 minutes)
on doing the activity
Group 1: Color the fraction
Group 2: Write the fraction
Group 3: Draw the fraction
Check or rate the output of the pupils based on the rubric
below.
Rubric 5 3
All answers are There is 1 or more
Accuracy
correct error.
Finish the task on Did not finish the
Time Management
time task on time
All members There is 1 or more
participate in the member of the
Cooperation and
activity group did
Teamwork
participate in the
activity
B. Analysis (5 minutes) How do we visualize fractions equal to one? More than one?
C. Abstractions: (5 minutes)
When are fractions equal to one? more than one?
Fractions are called “fractions equal to one” when their
numerators and denominators are the same.
Fractions are called “fractions more than one” when the
numerators are greater than the denominators.
D. Application: (5 minutes) Activity: Identify the following fractions, do the hand gestures
“one” if the fractions equal to one and “two” if fractions more
than one.
1. 2/2 4. 5/4
2. 9/3 5. 6/6
3. 12/10
IV. Assessment (5 minutes) Direction: Write EQ before the fractions equal to one and MT
before fractions more than one.
____ 1.) 8/8 ____ 4.) 6/3
____ 2.) 9/7 ____ 5.) 11/11
____ 3.) 10/10
V. Agreement: Direction: Copy the exercise in their notebooks. Let them fill up
the table with fractions.
Fraction Less than Fractions Equal to Fractions More
One one than one
3/2 5/6 10/10 5/11 8/6 3/3 5/12 9/4
9/9 11/11 8/15 9/2 7/7 5/5 8/8
Prepared by:
DIANNE O. CATUBIGAN
Teacher I
Process Observer:
GLENN B. TIMBAL
School Head
