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I. Learning Objectives
At the end of the lesson, the pupils should be able to:
A. identify fractions less than one;
B. read and write fractions less than one;
C. practice the habit of sharing.
Two thirds or
Two fourth or
Four eighth or
2. Review
The teacher will ask the
following questions:
What is a fraction?
A fraction (from
the Latin word
fractus, broken) is
a number that can
represent part of a
What are the parts of a whole.
fraction?
Fraction consists
of a numerator and
a denominator.
B. Developmental Activities
1. Motivation
The teacher will ask the pupils to look for a
partner.
The pupils will sing a song, along with the dance
steps.
2. Presentation
The teacher will show a pizza
The teacher will
divide the pizza into ten
parts.
The teacher will
take two (2) parts from
the ten (10) parts of
pizza.
Two parts of
3. Discussion pizza were taken.
How many parts of
pizza were taken?
Write the fraction
of the pizza left in the Two tenths
box. Eight tenths
The teacher will ask
the pupils to write the
fractions in words. Ten tenths or
Take the whole
pizza. Then, the teacher
will ask the pupils what Yes.
fraction represents the
whole?
Is equal to the
whole region?
Yes.
Write =1
Yes.
Is less than ?
Is less than ?
The teacher will now
present a magic tree.
The tree contains
some fractions.
The teacher will ask
the pupils to pick a
fraction fruit from the
tree.
What do we call the 2 They are
called numerators.
in ? 8 in ? 1 in ? 3 in ?
What can you say
about the numerators? They are
What can you say different.
about the denominators?
What can you say
about the numerators in The numerators
relation to the are less than the
denominators? denominators.
Now, what do we call They are
these fractions? fractions less than
one.
Now, what can you say
about fractions less than Fractions less
one? than one are
fractions that the
numerators are less
Now, who can give than the
other examples of fraction denominators.
less than one?
, ,
Follow Up Activity
Before starting the activity, the teacher will
remind the pupils in proper handling of sharp
objects.
The teacher will distribute following objects to the
5 groups (1 object per group).
Group1 - a piece of paper
Divide the piece of paper into 4
Take a part of the paper and write the
fraction name for the taken part on your
drill board.
Write other possible fractions less than
one.
Group2 - an apple
Divide the apple into 3
Take 2 of the apple and write the fraction
name for the taken part on your drill
board.
Write other possible fractions less than
one.
Group3 - a donut
Divide the donut into 4
Take 2 parts of the apple and write the
fraction name for the taken part on your
drill board.
Write other possible fractions less than
one.
Group4 - a loaf of bread
Divide the loaf of bread into 6
Take 4 parts of the loaf of bread and
write the fraction name for the taken part
on your drill board.
Write other possible fractions less than
one.
Group5 - 8 cookies
Take 5 cookies and write the fraction name
for the taken part on your drill board.
Write other possible fractions less than
one.
4. Generalization
When can we say that a A fraction is a
fraction is a fraction fraction less than
less than one? one if their
numerators are less
than their
denominators.
5. Application
The teacher will show fractions on flashcards. The
pupils will raise their white gloves if the
flashcard shows a fraction less than one and raise
the black glove if not.
black
white
black
white
black
white
black
white
black
IV. Evaluation
DIRECTIONS: Circle every picture that has a shaded
part equivalent to the given fraction.
V. Assignments
DIRECTIONS: Put a star () on the blank if the
fraction is less than one and a cross () if it is NOT
less than one.
1.
2.
3.
4.
5.
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