Date

October 4, 2013

Learning Objectives
At the end of the
lesson the Grade 3
pupils are expected
to :
1. identify the concept
of fraction.
2. differentiate the
numerator and the
denominator.
3. create their own
fractions using M &
Ms and pizza shape.

Learning Content,
Learning Tasks
Materials, Strategies
Learning Content: Concept Method:
of Fraction
Motivation:
Materials:
Ask students:
1. Who among you love to eat pizza?
Strategies:
2. What toppings do you love the
most?
Tell students that we will have a
game.

Value Integration

Evaluation

Value of fairness can be integrated

by explaining how important it is for
siblings to share food equally among
themselves.
Applying fairness in
division will also lead to having
respect and love for people around.

A. 10 item Seatwork
Direction: Give the
fraction for the shaded
parts. Write your
answer on the line
provided.
1. ________
2.
________

Game: Pizza Puzzle

Mechanics:
a. Ask 8 volunteers for each group.
b. Ask them to form a line at the
other side of the room.
c. Give each volunteer a piece of the
puzzle.
d. Let them form the puzzle within 45
seconds. One after the other.
e. The first group to form the puzzle
correctly will be declared winner and
will have a prize.

3.

Lesson Development:
1. Ask students:
a. How many equal parts is the pizza
divided?
b. How many parts of the pizza was
group 1 was able to form?
c. How about group 2?
2. Tell students:
The name of the part of the pizza

4.________

5.________

that group 1 was able to form is

____.
Ask students:
a. How about the part of the pizza
that group 2 was able to form?
3. Use the answers to start the
lesson about fraction.
____ And ____ are called fractions.
4. Discuss the topic about fractions.
a. Define what fraction is.
b. Point out to students that there are
two numbers that form a fraction.
c. Ask students what they think of the
two numbers tell us about the
fraction.
d. Tell students that both numbers
are needed to write a fraction.
e. Explain that the top number is
called the numerator and the bottom
is called the denominator.
f. Explain that the numerator
describes the number taken or used.
5. Model the definitions.
a. Present to students a circle which
is divided into fourths.
b. Tell students that they are ordering
a pizza for their family, but everyone
wants different toppings.
c. Tell students that while they want
pepperoni, their parents want
mushroom, one sibling wants
cheese, and another sibling wants
green peppers.
d. Tell students that instead of
ordering four pizzas, they will just
order one
e. Label one fourth with each of
these toppings

B. 10-Items
Assignment:
Direction: Show on the
figure the fraction given
by shading the parts.
Use crayons in
shading.
4. 4/6
2
5/7.

3. 2/8

4. 1/5

f. Tell students that to describe this

pizza they need to use fractions
because it is not a pizza which only
has one topping
g. Ask student what fraction of the
pizza is pepperoni
f. Ask students:
-What is the denominator?
-What is the numerator?
-What fraction of the pizza is
mushroom?
-What fraction of the pizza is not
green pepper?
6. Generalization:
a. Ask for student volunteer to write
one of their created fraction on the
board
b. Ask for another volunteer to point
out the denominator. And ask him/her
to explain what the denominator
describes in the fraction.
c. Ask for another student to point
out the numerator and to explain
what the numerator explains in the
fraction.
7. Assessment/Evaluation:
10 item Seatwork
8. Assignment
10 items

4. 7/10